1

Date of preparing: 30/10/2021

Date of teaching: 1A, 1B – 2/11/2021; 1C – 3/11/2021
Period 01
WELCOME
Lesson 1: Part 1-2

I. Objectives: By the end of this unit pupils can: say some common colours and
say some common greetings
II. Language contents:
1. Target language
- Blue, green, red, yellow
-Hello, I’m (name)
2. Receptive language
-Flower. What’s yourname?
3. Attitude/ Quality
- Ss confident in communicate with colours.
III. Teaching aids:
- Pupil’s Book page2
- Activity Book page2
- Audio CD1 track 02, 03,04
- Crayons
- Flashcards
IV.Procedures:
Steps/times Learning activities Modes
Warm up: Say Hello, I’m (name).
(5’) Ask pupils, Whole class
What’s your name? Hello, I’m (name)
- Go around the class and ask pupils to introduce
themselves, Create a rhythmic chant with
clapping. Hello, I’m (name) (clap, clap,clap).
New - Look at the main scene. Ask, What are we
lesson:30’ learning today? Whole class
1. Learning -Write the lesson objectives on the board or
adventure 2’ look at them on the screen: we are learning to
 2

say COLOURS and how to say HELLO.

2. Listen and Ask questions :
sing then - who they think the characters are
point and -where they are and what they are doing. Whole class
say -Explain that the characters all live together on individual
10’ a special island called FamilyIsland and that
they are out exploring. Whole class
-Tell pupils the FIVE characters are called
(from left to right) HARRY, BETH, WALDO individual
(the dragon), CODY and Aunt FIFI. Explain
that HARRY ad BETH are brother and sister
and the other two are their friends. There is
also Aunt FIFI. Whole class
-Play the audio. Pupils listen and point to
each character.
-Teach the name of five characters
Harry:Bạn Harry(p)
Beth
Cody Individual
Waldo
Fifi
- Check understanding by play game “Slap the
pictures”
- Play the audio again. Pupils listen again and
joinin
-If pupils feel confident, use the karaoke Whole class
version of the song. Pupils can use their own
names.
3. Listen and -Teach the colours red, yellow and blue by
find then pointing to the flowers in the main scene. Whole class
Point and Point to Waldo and teach green. Reinforce the
Say colours using objects in the classroom,
(8’) e.g. coloured pens.
- Play the audio. Ask the pupils to listen to the
 3

audio and point to the flowers in thepictures. Whole class

AUDIO SCRIPT – (CD1:04)
GIRL: Look at the flowers! Blue, green, red,
yellow!
- Ask pupils to work in pairs. One says the name work in
of a character e.g. Beth and their partner says pairs
the colour of the flowers the character is
holding, e.g.blue

Do exercise 4.1. Match and trace

(10’) -Pupils match the characters with their Whole class
silhouettes. Individual
-They then trace over the names and say
them to a partner.
Answerkey:
2. a-Beth 3.d-Harry 4. c - Waldo
4.2. Trace. Then colour.
- Pupils trace over the colour words and colour individual
each egg appropriately.
Consolidation - As pupils are leaving the class, say, Hello, Whole class
PopQuiz 4’ I’m (yourname). individual
- Encourage each pupil to say,
Hello, I’m (their name).
Homelink: 1’ - Give homelink to ss Whole class
V. Adjustment after lesson.
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 4

Date of preparing: 4/9/2023

Date of teaching: 1A, 1B – 06/9/2023
Period 2
WELCOME
Lesson 2: Part 3, 4

I. Objectives: By the end of this unit pupils can: say numbers 1-5
II. Language contents:
1. Target language
-One, two, three, four, five
2. Recycled language
- Blue, green, red,yellow
3. Receptive language
- Come with us.
- Look for (a balloon).
4. Attitude/ Quality:
- Ss confident in communicate with numbers 1-5
III. Teaching aids:
- Pupil’s Book page3
- Activity Book page3
- Audio CD1 track 05,06
- Stickers
IV.Procedures:

Steps/ Learning activities Modes

Times
Warm up: - Tell pupils that they are going to listen to a song Whole
5’ about the characters. Remind pupils of the names class
of the characters: Waldo (the dragon), Harry, Beth
and Cody.
- Play the audio. Pupils point to the character Individual
when they hear the name of a character.
Play once more and have pupils sing along.
 5

(CD1:02)
AUDIO SCRIPT -(CD1 track 02, 03)
Harry: Hello, I'm Harry.
Beth, Cody, Waldo: Hello Harry.
Beth: Hello, I'm Beth.
Harry, Cody, Waldo: Hello Beth.
Cody: Hello, I'm Cody.
Beth, Harry, Waldo: Hello Cody.
Waldo: Hello, I'm Waldo.
Harry, Beth, Cody: Hello Waldo
- Divide pupils into three teams.Say Red. One
member of each team find something red in the Group
classroom. Repeat with other colours
New - Open the book and ask pupils to look at Whole
lesson:30’ activities. class
1. Learning - Ask, What are we learning today? Write the
adventure lesson objective onthe board: We are learning
3’ NUMBERS.
2. Listen - Ask pupils to look at the numbers. Whole
and chant - Play the audio (CD1,05). class
7’ CD1, Track 05 Individual
One. Two. Three. Four. Five.
One, two, three, four, five!
- Play the chant again and ask the pupils to chant Whole
along. class
3. Listen - Draw pupils’ attention to the package on the Whole
and station platform. Ask them (in L1) what they class
sing.Then think it is and what might be inside it. Tell them
find and that the characters are on a Quest to find the
stick. 10’ items on the package. Individual
- They will find an item in each unit of the
Pupils’Book.
- Explain that Harry and his friends are singing a Whole
song about their quest. class
 6

- Play the audio (CD1: 06) and ask pupils to listen

for the quest items of the Welcome unit (aballoon)
CD1, Track 06
Come with us, come on a quest,
Come on a quest today.
Come with us, come on a quest,
Look for a balloon today.
A balloon, a balloon,
Look for a balloon today
- Pupils then look at the Welcome spread to find
the Quest items (the balloon on the page2)
-They find the ticker at the back of their book Individual
and stick it into the correct place.
- Play the audio again and ask pupils to sing the Whole
Quest song. class

4. Do 4.1 Trace. Then count and match

exercise - Pupils trace each numbers and then match with Whole
AB page 2 the correct number of eggs in eachnest. class
10’ 4.2 Colour and say. Then trace and match. Individual
- Pupils colour the shapes containing a dot to find Whole
the numbers in the picture. class
-They point to the numbers in turn and say them to Individual
apartner.
- Pupils then trace the number words and match
the numbers with the correct written words.
Consolidati -Write the numbers 1-5 on the board. Read the Whole
on 3’ numbers and pupils repeat. Then rub out one of class
Pop Quiz the numbers and ask pupils to say which number Individual
is missing.
Homelink: - Give homelink to Ss. Whole
2’ class
 7

Date of preparing: 30/10/2021

Date of teaching: 1A, 1B – 2/11/2021; 1C – 3/11/2021
Period 3
UNIT 1: HAPPY BIRTHDAY
Lesson 1: Part 1, 2, 3
I. Objectives: By the end of this unit pupils can: name some colours
II. Language contents:
1. Target language
- Black, brown, grey, orange, pink, purple, white
2. Recycled language
- Blue, green, red,yellow
3. Receptive language
- What colour is it? Is it (pink)?
4. Attitude/ Quality:
- Ss confident in communicate with colours
III. Teaching aids:
- Pupil’s Book page4
- Activity Book page4
- Audio CD1 track 07,08
- Posters
- Flashcards01-11
- Active Teach Software
-Teacher’s book page19
IV.Procedures:
Steps/ Learning activities Modes
Times
Warm up: 5’ - Play the song from Welcome unit Whole class
(CD1:02). Pupils listen and sing.
- Put pupils into 4 groups and give each group group
a character’s name: Harry, Beth, Cody or
Waldo. Play the audio again and pupils stand
up and sing their chosen character’s lines
when appropriate.
- Revise red, green, yellow and blue by Whole class
 8

pointing to various objects and asking. What

colour is it?
B. New - Present the new vocabulary with Flashcards Whole
lesson:30’ 01-11. Show the cards in turn, say the words class
1. Learning and pupils repeat. Stick the flashcards on the
adventure board as you say each word.
2-3 mins) -Now say the words again and pupils find
the colours in the classroom. Individual
- Indicate the flashcards on the board and
say, Colours. Have a short discussion (in L1)
about the colours pupilslike.
-Write the colour words on the board and
invite pupils to stick the flash cards next to
the correct words.
- Focus on the title of the unit, Mybirthday. Whole class
Explain (in L1)the meaning of the word
birthday
2. Listen and - Present the new vocabulary with Flashcards Whole
sing then 01-11. Show the cards in turn, say the words class
point and say. and pupils repeat. Stick the flashcards on the
(8-10mins) board as you say eachword.
- Now say the words again and pupils find
the colours in the classroom. Whole class
- Indicate the flashcards on the board and Individual
say, Colours. Have a short discussion (in L1)
about the colours pupilslike.
-Write the colour words on the board and
invite pupils to stick the flash cards next to Whole class
the correct words.
- Focus on the title of the unit, Mybirthday.
Explain (in L1)the meaning of the word
birthday
3. Listen and - Ask pupils to look at Activity 2 in their Whole
find then Pupil'sBooks. class
 9

point and say. -Play the audio and ask pupils to listen first.
(8-10ms Ask pupils (in L1) whose birthday it is.
(It'sBeth's.)
Game:
- Ask pupils to play games in pairs. Work in
- One pupil turns away while his/her partner pairs
covers up one colour with a coin or a small
piece of paper.
- His/her partner has to say which colour is
covered up.
- Pupils take turn to cover up more colours
each time to make it more difficult.
4. Do exercise - Ask pupils to look at Activity 1 in their Whole
AB page 2 Activity Books. class
Trace and - Pupils trace the colour words. Individual
colour. -They then colour each flag appropriately.
- Pupils check their answers in pairs.
Consolidation - Call on a pupil to choose acolour. Now Whole
(Pop Quiz) show them Flashcards 01-11 one by one. class
Pupils stand up and clap when you show the
correct colour.
Homelink 1’ - Give homelink to Ss. Whole
class

V. Adjustment after lesson.

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Date of planning: 11/9/2023

 10

Date of teaching: 13/9/2023 (1B, 1C, 1A)

Period: 4
UNIT 1: HAPPY BIRTHDAY
Lesson 2: 4, 5, 6
I. Objectives: By the end of this unit pupils can: Can say numbers 6-10
II. Language contents:
1. Target language
- One, two, three, four,five
2. Recycled language
-Blue, green, red,yellow
3. Receptive language
- Come withus.
- Look for (a balloon).
4. Attitude/ Quality:
- Ss confident in communicate with numbers 6-10
III. Teaching aids:
-Pupil’s Book page3
-Activity Book page3
-Audio CD1 track 05,06
-Stickers
IV.Procedures:

Steps Learning activities Modes

Warm Use Flashcards 01-11 to revise the colours. Show Whole
up: (3-5 the red flashcard and say, RED. Now show the blue class
mins) flashcard and say, GREEN. Pupils clap when you
say the correct colour and stamp their feet when you
make a mistake.
New - Have pupils look at the screen and ask: What are
lesson: we learning today?
30’ - Ask pupils to look at the image and guess what Whole
1. they will be learning in the lesson class
Learning - Look at the lesson objective: We're saying
adventure numbers 6-10.
 11

2. - Revise numbers 1-5 by showing different numbers of Whole

Presentat fingers or objects in the classroom, class
ion (3- e.g. pencils or books.
5mins) Ask: How many? individual
- Teach number 6-10 with homemade number
flashcards. Stick the cards on the board in a row.
Point to each in turn, say the number and clap the
appropriate number of beats. Pupils repeat.
- Hold up five fingers and ask, How many? Now
say, six. Pupils show the correct number of fingers. Whole
class
Repeat with other numbers
3. Listen - Ask pupils to look at Activity 4 in their Pupil's Whole
and chant Books. class
8’ - Draw a cupcake and say, It’s a cake. Draw several
more and ask, How many? Continue until you Individual
have drawn 10 cakes.
- Play the audio. Pupils find and count the cakes in
Whole
the main illustration as they listen. class
- Ask pupils how many cakes they found (ten). If
necessary, explain that there are eight cakes on the Individual
plate and that Waldo is holding two cakes.
- Play the audio again. Pause after each line to give
pupils time to repeat the words. Whole
- Play the chant again and ask pupils to chant along. class
4. Listen - Ask pupils (in L1) to remember theQuest items Whole
and sing. from the Welcome Unit, which the characters have class
Then find to find. Ask them to guess which item could be
and stick. found here. individual
(8-10 - Play the Quest song. Pupils listen for the Quest
mins) item.
- Pupils then look at the main scene to find the
Quest item (the cake).
- Ask pupils to find the stickers at the back of their
 12

books. They find the sticker of the cake and stick it

into the correct place on page 5, over the grey cake
on the table.
- Ask, What colour is the cake? (pink)
5. Do Ask pupils to look at Activity 2 in their Activity Whole
exercise. Books. class
Trace. - Pupils trace the number words. They count the individual
Then items in each group and write the number in the box
count, next to the pictures.
write and - They then match each number word to the
match. corresponding group of objects.
(3-5 Activity answer key:
mins) six dragons
seven stones
eight flags
nine flowers
ten eggs
Consolid -Write the numbers 1-5 on the board. Whole
ation - Read the numbers class
(PopQuiz - Rub out one of the numbers Individual
Homelink Give homelink to Ss. Whole
(1-2mins) class

V. Adjustment after lesson.

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 13

Date of preparing: 30/10/2021

Date of teaching: 1A, 1B – 2/11/2021; 1C – 3/11/2021
Period 05
UNIT 1: MY BIRTHDAY
LESSON 3: 5, 6, 7
I. Objectives: By the end of this unit pupils can: say how old I am and follow
the simple song
II. Language contents:
1. Target language
- Clap, jump,stamp
- It’s mybirthday.
- I’m (six) today!
2. Recycled language
- Num.bers1-10
3. Receptive language
- How old areyou?
4. Attitude/ Quality:
- Ss confident in communicate with structure “How old are you?”
III. Teaching aids:
- Pupil’s Book page 6
- Activity Book page 6
-Audio CD1 track 12, 13,14
- Stickers
-Flashcards
- Active Teachsoftware
- Teacher’s book page19
IV.Procedures:

Steps Learning activities Modes

Warm up: (3- - Play the chant from Lesson 2 (CD1:09). Whole
5 mins) Pupils listen and chant along. class
AUDIO SCRIPT – (CD1:09)
How many cakes?
One, two, three, four, five, six, seven, eight,
 14

nine, ten. Now count again.

One, two, three, four, five, six, seven, eight,
nine, ten. Now count again. seven, eight, nine,
ten.
- Play game: Write the number 1-10 in random
order on the board. Divide pupils into two
teams. Ask a pupil from each team come to the Work in
groups
front and explain that when they hear your call (two
out a number, they should touch that card as groups),
quick as they can. The pupil who touches the
card first score a point for his or herteam.
- Draw a cake on the board next to a simple
drawing of a child. Draw 5 candles on the cake.
Point to the child and say, It’s my birthday.
Count the candles and say, I’m five.
Write these sentences in speech bubble if you
wish.
- Ask several pupils, How old are you?
Elicit e.g. I’m (six)
B. New - Have pupils look at the screen and ask, What Whole
lesson:30’ are we learningtoday? class
`1. Learning -Write the lesson objectives on the board:
adventure 2' We're learning action words and saying how
old we are.
-Ask pupils what English words they can
remember for numbers, individual
e.g. one, two. Write them on the board.
- Refer to the learning adventure poster and
say, Great! You are moving along you
rlearning adventure!
2. -Write and then read out the words on the board Whole
Presentation and ask the students to repeat after you. class
(3-5mins) -Teach jump, clap and stamp by pointing to the
word on the screen and then miming the actions.
-Also teach a mime to Hip, hip, hurray, e.g.
 15

waving hands in the air.

-Pupils play a game in pairs. One pupil calls
out an action then a number from 1 to 10, Work in
e.g. Jump. Ten. His or her partner does the pairs
action that specific number of times.
3. Listen and - Ask pupils to look at Activity 6 in their Whole
find and sing class
(8-10mins) Pupil'sBooks.
- Get them to look at the scene and explain (L1)
that the children in the picture are all having a
birthday party. Ask questions about the picture.
Point to the candles on the cake and ask, How
many? (Seven.) Point to a balloon and ask,
Individual
Whatcolour is it?
Whole
- Play the audio.
class
AUDIO SCRIPT – (CD1: 12, 13)
It's mybirthday.
Hip hip hurray! Happy Birthday!
Clap,clap,clap.
I'm six today! It's my birthday.
Hip hip hurray! Happy Birthday!
Stamp, stamp, stamp.
I'm seven today! It's my birthday.
Hip hip hurray! Happy Birthday!
Jump, jump, jump.
I'm eight today!
Happy Birthday! Happy Birthday!
- Play the audio again and ask pupils to join in
with the words.
- If the pupils feel confident, use Karaoke
version of the song on the Audio CD.
4. Find and - Ask pupils to look at Activity 7 in their Whole
draw. Then class
say. Pupil'sBooks.
(8-10 mins) - Pupils find the children in the main illustration
and find the clues to how old they are. Pupils
then draw the number of candles on their
birthday cake and say, e.g. for picture 1, I'm Individual
(six.)
 16

- Check the activity by pointing to the

various picturesandasking, How old are
you?
- Invite several pupils to the board and ask,
How old are you? (I'm seven.)
Activity answer key:
1. six candles 2. eight candles 3. seven candles
5. Listen and - Ask pupils to look at Activity 4 in their Whole
match. Then class
trace. ActivityBooks.
(2-3 mins) - Play the audio. Pupils match each child with
their balloon. Pause the audio each time to
allow pupils time to do this.
AUDIO SCRIPT – (CD1:14)
1. How old are you? I'm two.
2. How old are you? I'm four.
3. How old are you? I'm ten.
4. How old are you? I'm seven.
- Play the audio again, pausing after each
question. Ask pupils to answer the questions Individual
to check the answers.
- Pupils then trace the numbers in the balloons.
Activity answer key:
1. 2 2. 4 3. 10 4. 7
Trace and say
- Ask pupils to look at Activity 5 in their Whole
Activity Books. class
- Pupils trace the number in each picture Individual
which reveals the child's age.
-They then say, I'm (nine).,to describe the age of
each child.
Consolidation - Nominate one wall of the classroom to be the Whole
PopQuiz class
number 6, another to be 7 and another tobe 8.
Stick flashcards on the walls if possible.
-Tell pupils that they are going to listen to the
song about numbers.
-Play the audio. Pupils point to the number
Individual
walls when they hear the number in the song.
Alternatively, they can stand and turn to that
 17

wall, or race to thatwall

Homelink(1- - Encourage pupils to sing the song at home for Whole
2mins) their families. class

V. Adjustment after lesson.

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Date of preparing: 30/10/2021

Date of teaching: 1A, 1B – 2/11/2021; 1C – 3/11/2021
Period 06

UNIT 1: MY BIRTHDAY
Lesson 4: Activity 8, 9
I. Objectives: By the end of this unit pupils can: describe colours and talk about
how old Iam and can say the sounds /b/ and/p/
II. Language contents:
- Vocabulary: Balloon, bee, panda.
- Sentence patterns: + It’s (blue).
+I’m (six).
+Numbers, colours, actions
- Attitude/ Quality: Ss confident in communicate with structure “How old are
you?”- “I’m….”
III. Teaching aids:
- Pupil Book page7
-Activity Book page7
-Audio CD1 track 12, 15,16
-Stickers
-Active TeachSoftware
IV.Procedures
Steps Learning activities Modes
A:Warm up: - Start the lesson by singing the song from Whole
(3-5 mins lesson 3 (CD1:12) and doing the actions to class
revise clap, stamp and jump.
AUDIO SCRIPT – (CD1:12)
 18

It's mybirthday.
Hip hip hurray! Happy Birthday! Clap,
clap,clap.
I'm six today! It's my birthday.
Hip hip hurray! Happy Birthday!
Stamp, stamp, stamp.
I'm seven today! It's my birthday.
Hip hip hurray! Happy Birthday!
Jump, jump, jump. I'm eight today!
Happy Birthday! Happy Birthday!
- Point to the objects in the classroom, e.g. chair, T – S
table…Ask,
What colour is it? Say, It’s red. Have pupils
point to items in the classroom and tell their
partner.

New lesson: - Ask, What are we learning today? Ask pupils T - Whole
30’ to look at the image and guess what they will be class
1. Learning learning in thelesson.
adventure
(2-3 mins) -Look at the lesson objectives: We're describing
colours, talking about how old we are and We're
saying some English sounds
2. Colour and - Ask pupils to look at Activity 8 in their Whole
say (3-5mins) class
Pupil'sBooks.
Individual
- Focus on the picture. Ask, How many
balloons? (Four.) Tell pupils to colour the
balloons whichever colour they like and to
write a number on the girl's party badge to
indicate how old she is.
Work in
- Pupils then compare with a partner,
pairs
pointing to the balloons and saying,
It's(yellow)andI'm (six) about the girl's age.
Play game :Sounds(2-3mins) Whole
- Remind pupils of the words purple and pink class
by pointing to the colour of the book or
finding objects of these colours in the
individual
classroom.
- Ask pupils whichs sound they hear in both
 19

words. Say /p/ sound and ask pupils to repeat.

3. Listen and - Play the audio. Pause after the first three Whole
say. (3-5 class
mins) lines. Ask pupils which sound they can
I
hear /b/ and /p). Play the first three line again
and pupilsrepeat.
-Introduce the two mascots by pointing and
saying. This is Buzzy Bee. This is PollyPanda. individual
-Ask pupils which colours they can see beginning
with /b/ sound (black, blue and brown). And ask
which colours they can see beginning with /p/
sound (purple andpink).
- Focus on the letter next to each character.
Indicate the panda and say, e.g. Look, a
panda!
- Play the audio again

4. Do exercise 4.1. Sound fun (4-5 mins)

- Encourage pupils to create a Sound Whole
funnotebook. class
- Ask pupils to write letter b on one page, and
p on separate page. Pupils draw pictures of Individual
things
beginning with the /p/and /b/sound on the
appropriate pages,
e.g. blue, black, brown, bee, balloon, pink, Whole
purple, panda class
4.2 Trace. Then listen and colour.
(4-5 mins)
individual
- Ask pupils to look at Activity 6 in their
Activity Books.
- Pupils trace the letters b andp.
- Play the audio. Pupils listen and colour the
spaces on Buzzy Bee's and Polly Panda's paint
palettes as instructed.
AUDIO SCRIPT – (CD1:16)
Buzzy Bee. Blue. Polly
Panda. Pink. Buzzy Bee.
Black. Polly Panda.
Purple. Buzzy Bee. Brown.
 20

Activity answer key:

b = blue, black, brown p = pink,
purple
4.3 Trace and colour. Then write and
colour.(4-6 mins)
- Ask pupils to look at Activity 7 in their
Activity Books. Whole
- Pupils trace thewords. class
- Pupils read the words and colour the circles.
individual
They can write and colour the final square in
anyofthe five colours.
Consolidation - Ask pupils to stand up if you say a word with Whole
(PopQuiz) the /b/ sound and sit down for a word with class
the /p/ sound. Say the words from the audio. If individual
pupils are standingwhen they should be sitting
or viceversa, they could continue with their
hands on their heads. The winner is the last
pupil without hands on his or her head.
Home-link. 1’ - When you come back home. Please tell to Whole
your mother or farther or your friends about class
what did you say or what you did at shool.

V. Adjustment after lesson.

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Date of preparing: 26/12/2021

Date of teaching: 1A, 1B – 28/ 12/2021; 1C- 29/12/2021
Period 7
UNIT 1: MY BIRTHDAY
Lesson 5: Activity 10,11

I. Objectives: By the end of this unit pupils can: understand the simple stories
And Can act out the stories
II. Language contents:
- Vocabulary:Colours, Numbers 1-10
- Sentence patterns:Review.
 21

Attitude/ Quality:
- Ss confident in communicate with colours and numbers
III. Teaching aids:
-Pupil’s Book page8
-Activity Book page8
-Audio CD1 track 02, 17,18
-Photos, pictures, paperplates
-Active TeachSoftware
-Teacher’s book page19
IV.Procedures
Steps Learning activities Modes
A:Warm up: - Play the song from the Welcome Unit. Whole
(3-5 mins) -Look back at Pupil's Book pages 2 and 3 to class
remind pupils of the characters and
theirnames.
-Play the song again and have pupils sing along.
AUDIO SCRIPT – (CD1:02)
Harry: Hello, I'm Harry.
Beth, Cody, Waldo: Hello Harry.
Beth: Hello, I'm Beth.
Harry, Cody, Waldo: Hello Beth.
Cody: Hello, I'm Cody.
Beth, Harry, Waldo: Hello Cody.
Waldo: Hello, I'm Waldo.
Harry, Beth, Cody: Hello Waldo.
B. New - Have pupils look at the story and ask, What Whole
lesson:30’ are we learning today? Ask pupils to look at class
1. Learning the image and guess what they will be individual
adventure (2- learning in the lesson.
3 mins) -Write the lesson objectives on the board:
We're listening to a story and acting it out
2. - Stick some photos or pictures of colourful Whole
Presentation cakes on the board and ask the class, Cake? class
(2-3mins) Ask several pupils to come to the front and
individual
write their name under the cake or cakes
 22

theywant.
-Then say, e.g. Two pink cakes for Susie. One
brown cake for Max ., as you miming giving
the cakes to the pupils
3. Listen to - Ask pupils to look at Activity 10 in their Whole
the story. class
Read Pupil's Books.
(8-10mins) - Direct pupils' attention to the story and ask
questions about the characters and each scene,
e.g. Who's this? What's this? What colour is
it? How many cakes?, etc. Individual
- Ask pupils to predict what will happen in the
story.
- Play the audio. Ask pupils to listen to the
story and follow along in their books. Whole
AUDIO SCRIPT – (CD1:17). class
1. Man 1: Good! One blue ball for you!
Harry: Thank you!
2. Woman: One, two, three. Three yellow
ducks for you.
Beth: Thank you.
3. Man 2: One, two. Two purple balloons for
you.
Cody: Thank you.
4. Harry: Brown for me.
Beth: White for me.
Cody: And black for me. Whee!
5. All: Waldo?
6. Waldo: One, two, three, four,
five! Five cakes for me! Yum!
Beth: Oh, Waldo! Individual
- Check pupils' understanding of the story by
asking questions and pointing to the pictures. Whole
- After pupils have a clear understanding of the class
story, play the audio again. Pause after each
frame and encourage pupils to repeat the words
and phrases aloud to the audio.
4. Act out the - Ask pupils to look at Activity 11 in their Pupil's Whole
story. (8-10 class
mins) Books.
 23

- Invite a group of pupil volunteers to act out Group

the roles. Say the lines while the pupils act out
the story and then ask pupils to repeat them Group
after you. purple, pink, Poll Panda!
- Play the audio again and have pupils repeat
after each line
- Encourage pupils to say the lines from
memory. You may wish to use props for the
roleplay.
- Divide pupils into groups of seven (Pick and
mix). Give groups time to practise their role
play.
- Read the lines again and ask pupils to speak
along. Ask other groups of pupils to come to
the front to act out thestory.
-You might like to give the pupils feedback on
their role play.
5. Do exercise 5.1 Listen and circle. Then colour.(4-5mins)
(8-10mins) -Ask pupils to look at Activity 8 in their Whole
Activity Books. class
- Play the audio. Pupils listen and circle the individual
correct pictures.
AUDIO SCRIPT – (CD1:18)
1 .Mmm, two green balloons forCody.
2 .Three yellow ducks forBeth.
3 . One brown ball forHarry.
-They then listen again for the colour and
colour the pictures according to the audio.
Activity answer key:
1 .b, greenballoons
2 . b, yellow ducks
3 . a, brown ball
5.2. Count and write. Then say.(4-5mins)
- Ask pupils to look at Activity 9 in their
Whole
Activity Books. class
- Pupils count the number of cakes on each plate
and write the number in the box. Individual
-They then say how many cakes there are in each
picture, e.g. (Eight) cakes forWaldo.
 24

- Pupils then colour the cakes if they wish. Whole

Activity answer key: class
a. 8 b.5 c. 6 d. 1
Consolidatio - Say some statements from the story but change
n some of them so you say both true and false
(PopQuiz) Whole
sentences. Pupils stand up if they think a class
statement is true and put up their hand if they Individual
think a statement is false. For example, when
you say. Two red balloons for you, pupils should
put up their hands because the sentenceis false.
Homelink 1’ - Give homelink to ss Whole
class
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................

Date of preparing: 30/10/2021

Date of teaching: 1A, 1B – 2/11/2021; 1C – 3/11/2021
Period 8

UNIT 1: MY BIRTHDAY
Lesson 6: Activity 12, 13

I. Objectives: By the end of this unit pupils can describe the colours of common
animals andplants
II. Language contents:
- Vocabulary: - Bird, butterfly, fish, flower, leaf
- Colours
- Sentence patterns:
+ It’s a (bird).
+ It’s brown.
+ It’s a (brown bird).
- Cross-curricular: Science: colours innature
- Attitude/ Quality: Ss confident in communicate with something around us.
III. Teaching aids:
- Pupil’s Book page 9, Activity Book page 9
- Posters, pictures, photos
- Homemade flashcards
 25

- Active Teach Software

- Teacher’s book page19
IV.Procedures
Steps Learning activities Modes
A:Warm up: - Ask pupils (in L1) to close their eyes and Whole
5’ imagine they are in: a desert, a coral reef, a class
beautiful garden, a forest, etc. Ask, Whatcolour
do you see?
Show pupils photos of these environment for
support.
New - Have pupils look at the bookand ask, What are T - Whole
lesson:30’ we learning today? Write the lesson objective on class
the board: We're learning about the colours of
1. Lead-in 2’ animals and plants.
- Ask pupils what English words they know
Individual
for animals and plants, e.g. flowers, dragon.
Write them on the board.
- Refer to the learning adventure poster and say, T - Whole
Great! You are already moving along your class
learning adventure
2. - Teach the new words: bird, butterfly, fish, T - Whole
Presentation flower,leaf class
5’ - Draw these objects on the board or use
homemade flashcards. Ask which words begin
with the same sound as blue.
individual
- Ask, Whatcolour is a (leaf)? Then have a short
discussion (in L1) about the change in colours of
autumn leaves-Then say, e.g. Two pink cakes for
Susie. One brown cake for Max, as you miming
giving the cakes to the pupils
3. Listen and -Ask pupils to look at Activity 12 in their Whole
point. Then Pupil'sBooks. class
say - Point to the photos and ask pupils to identify
(8-10 mins) the animals, then their colours. Ask, What is it? Individual
What colour is it? Say, It's a (fish). It's (orange).
 26

Ask pupils to point to the correct photo.

- Play the audio. Pupils listen and point to the
Whole
photos as they hear them being described. class
AUDIO SCRIPT –(CD1:19)
1. It's a bird. It's brown. A brown bird.
2. It's a fish. It's orange. An orange
fish.
3. It's a flower. It's pink. A pink flower.
4. It's a leaf. It's green. A greenleaf.
5. It's a butterfly. It's blue. A blue butterfly.
- Pupils work in pairs. One pupil says, It's (blue). work in
His/her partner points to and says the object, e.g. pairs
A (butterfly).
4. Complete - Ask pupils to look at Activity 13 in their Pupil's Whole
the pictures. Books. class
Then say. - Pupils finish each picture following the dotted
(8-10 mins lines. Individual
-They then colour the pictures. Work in
pairs
- In pairs, pupils talk about their pictures
5. Make a - make a poster about animals and plants. They Wh-class
poster. (4-5 can use the photos they brought to class or they
can draw their own pictures. Give pupils some Individual
mins) drawing time if necessary.
- Give each pupil a large sheet of paper. Pupils
stick their photos or drawings onto the paper to Individual
make a poster. They can write word labels and
stick them onto their poster if they wish.
- Ask pupils to describe their posters to the class, GW
e.g. It's a (butterfly). It's (purple). The posters
can then be displayed in the classroom.
6. Count and - Ask pupils to look at Activity 9 in their Activity Whole
write. Then Books. class
say. - Pupils count the number of cakes on each
(4-5mins) Individual
plate and write the number in thebox.
-They then say how many cakes there are in Individual
each picture, e.g. (Eight) cakes forWaldo.
- Pupils then colour the cakes if they wish.
 27

Activity answer key:

a. 8 b.5 c.6 d. 1
Consolidation - Say some statements from the story but change Whole
PopQuiz 2’ some of them so you say both true and false class
sentences. Pupils stand up if they think a
statement is true and put up their hand if they
think a statement is false. For example, when
you say. Two red balloons for you, pupils should
put up their hands because the sentence is false.
Homelink 1’ When you come back home. Please tell to your Whole
mother or farther or your friends about what did class
you say or what you did at shool.
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................

Date of preparing: 26/10/2020

Date of teaching: 1A, B, C; 28/10/2020
Period 9
UNIT 1: MY BIRTHDAY
Lesson 7: Activity 14, 15.

I. Objectives: By the end of this unit pupils can: assess what I have learnt in
Unit1
II. Language contents:
- Vocabulary:Colours, numbers
- Sentence patterns: - What’s this?
- What colour is it?
- How many?
- Cross-curricular:
-Science: colours innature
* Attitude/ Quality: Ss confident in communicate with something around us
with numbers and colours
III. Teaching aids:
- Pupil’s Book page10, Activity Book page10, Stickers, Flashcards, Active
TeachSoftware
IV.Procedures
 28

Steps Learning activities Modes

Warm-up Show the picture and take the class through the Wh-class/
5’ colours quickly. GW
-Tell the class to remember the colours and show
the next picture. Indicate the missing item and ask
if anyone can remember what colour it was. (It's
orange.). Continue through the picture as whole
class activity.
New - Have pupils look at the screen and ask: What Whole
lesson:30’ are we learning today? Write the lesson objective class
1.Learning on the board: We're thinking about our learning
adventure(2- adventure.
3 mins) - Ask pupils if they can remember the things they
individual
have been learning in this unit, e.g. How many
colour words do you know now? Put their ideas
on the board.
2. Trace and - Ask pupils to look at Activity 14 in their Pupil's Whole
stick. Then Books. class
say.(7-8mins)
-Indicate the balloons and ask, How many?
individual
(seven). Ask pupils (in L1) what colour they think
the balloons might be.
- Pupils trace the colour words next to each
balloon and saythem.
- Ask pupils to find the stickers of the balloons at
Whole
the back of their books. They stick the stickers in class
place. They then work in pairs, pointing and work in
saying, e.g. It's(pink). pairs
- Pupils stick the star sticker in place if they feel
they have learnt the unit vocabulary successfully
3. Listen and - Ask pupils to look at Activity 15 in their Whole
tick then Say Pupil's Books. class
(7-8mins)
- Point to the pictures and ask, What's this? What
Individual
colour is it? How many? Encourage pupils to
answer in full sentences, e.g. It's a (leaf). It's
(green). (One).
Whole
-Play the audio. Pupils listen and point to the
class
pictures.
 29

AUDIO SCRIPT – (CD1:20)

1 .It's a green leaf.
2 .It's a white bird.
3 .One, two. Two yellow butterflies.
4 .One, two, three. Three purple fish. Whole
- Play the audio again and ask pupils to tick the class
correct picture.
-To check the answers, ask pupils to describe
the pictures they have ticked, e.g. One green individual
leaf.
- Pupils stick the star sticker in place if they feel
they have done this activity successfully.
Activity answerkey:
1. a .2. b .3. a .4. b
GAME: (3-5mins)

- Stick flashcards 01-11 on the board. Individual

- Point to each flashcard and call individual
to say the colour. individual
- Encourage pupils to usefull sentences e.g. It’s
blue
-Ask pupils to look at the board. Do the first Whole
class
question together as a class. Pupils look at the
picture and the word. Then pupils work out the work in
missing letter to complete the word (pink). pairs
- Put pupils into pairs and click through the
questions. Review the questions as a class, and
ask for volunteers to come to the board to
complete the words.
Activity answer key:
1. pink 2. six 3. nine 4 . grey
4.Do 4.1. Read and colour. Whole
exercise:(8- - Ask pupils to look at Activity 12 in their class
9mins)
Activity Books.
- Look at the colour words and help pupils to
read the words.
- Pupils colour the objects in the picture Individual
according to the key.
 30

- Point to the butterfly and ask, Whatcolour is it? Individua

(pink).
4.2. Draw and write. Then say.
- Ask pupils to look at Activity 13 in their
Whole
Activity Books. class
- Ask pupils around the class, How old are you?
They reply, e.g. I'm( six). Individual
- Ask pupils to draw themselves in the frame
with a balloon and to write their age on the
balloon. Work in
- Encourage them to show their picture to a pairs
partner and say, e.g. I'm(six).
Consolidation - Say the Unit 1 words. Whole
(PopQuiz) - Show the activity on the screen. Tell pupils that class
we are reviewing the words that have been learnt
Individual
in the unit. Ask for a volunteer pupil to say the
first word. Click on the first picture to check the Whole
answer. Repeat the word and have the rest of the class
pupils repeat.
- Put pupils into pairs and have them look at the
Work in
pictures and say the words. Work from pair to
pairs
pair to hear their answers. Review any difficult
words.
- Repeat with the nextscreen.
Homelink(1- - Give homelink to Ss. Whole
2mins) class

V. Adjustment after lesson.

.................................................................................................................................
.................................................................................................................................

October 4th – October 8th 1a6(4/10); 1a2 (6/10);

1a4,1a5(7/10)
Period 9: Week 4 (Prepared)
 31

*************************************************************
1a6,1a5(7/10); 1a3(6/10);1a6,1a2,1a4(8/10)
Period 10: UNIT 1: MY BIRTHDAY- LESSON 8
I. Objectives: By the end of this unit pupils can:use what I have learned in
Unit1
II. Language contents:
1, Recycled language
-Colours, numbers1-10
III. Teaching aids:
-Pupil’s Book page11
-Activity Book page11
-Stickers
-Crayons
-Active TeachSoftware
-Optional: Consolidation and extension worksheet 1 (Teacher’s Book page28)
4.Attitude/ Quality:
- Ss confident in communicate with something around us with numbers and
colours
IV.Procedures

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A:Warm up: (3-5 mins)
-Write numbers from 1-10 on small pieces of - Look at theboard,
paper and hand them out to the class. Explain - Listen and answer T’s
(in L1) that these represent an age. Ask question
various pupils, How old are you? I’m(five).
-Tell pupils to use the same numbers as in the
previous activity. Call out numbers and say an
action, e.g. Number 2, clap! Pupil holding that -Look at Activity 16 in their
number should do the correctaction. Say two Pupil'sBooks
or three numbers at the once to make the -Look at the objects under the
gamemoreInteresting main picture and say what they
.B. New lesson:30’ can see
 32

1.Learning adventure(2-3 mins) -Find and count them in the scene.

- Have pupils look at the screen and ask: They write the number next to
What are we learning today? eachobject
-Ask pupils to look at the image and guess Check their answers in pairs.
what they will be learning in the lesson.
-Look at the lesson objective: We're
talking about a birthdayparty.
2.Find and count. Then write.
(10-12mins)
- Ask pupils to look at Activity 16 in their - Look at Activity 17 in their
Pupil'sBooks. Pupil’sBook
-Ask pupils to look at the objects under the -Colour each group of objects
main picture and say what they can see, e.g. a whichever colour theylike.
cake, a yellow flower. -work in pairs comparing
-Ask pupils to find and count them in the their pictures as they
scene. They write the number next to describe them
eachobject.
-They then check their answers in pairs.
Activity answer key:
1 10 2 9 3 6 4 6 5 8 6 5 -Check and review what they learnt
3. Colour and say.(10-12 mins) in theunit
- Ask pupils to look at Activity 17 in their -Look at each picture and if they
Pupil’sBook. can remember the word for it, they
-Pupils colour each group of objects can drag it into the I know box. If
whichever colour theylike. not, they should drag it into the I
-They then work in pairs comparing their don't knowbox.
pictures as they describethem, -Revise some key vocabulary
e.g. Two (yellow) balloons. from the unit usingthe
Five (pink) cakes. Six (grey) balls. flashcards. They
GAME:WHAT I KNOW(3-6 mins) should try to remember the word
-Tell pupils that for homework they will for each card, then click on it to
check and review what they learnt in the see the answer
unit. -Repeat the What I Know activity
-What I Know: Pupils look at each picture and and see how many more words
 33

if they can remember the word for it, they can they can remember thistime
drag it into the I know box. If not, they should
drag it into the I don't know box.
-Let's Review: Pupils revise some key
vocabulary from the unit using the -Look at the example for the first
flashcards. They should try to remember the picture. and read theexample
word for eachcard,then click on it to see the
answer. -Work in groups, look and say
Having reviewed the words, pupils repeat thesentence
theWhat I Know activity and see how many
more words they can remember this time. You -Listen andlook
could suggest that they look back at the unit
and revise the vocabulary until they can drag -Revise some key vocabulary
all the pictures into the I knowbox. from the unit usingthe
C. Consolidation(2-3 mins)(PopQuiz) flashcards.
-Look at the example for the first picture. Theyshould try to remember the
Nominate a pupil to read the example It's a word for each card, then click on it
leaf. It's green. It's a greenleaf. to see the answer
-Put pupils into groups. Point to an image -Repeat the What I Know activity
and then to a group and ask them to say and see how many more words
thesentence. they can remember thistime
-Return to the start and work through the
words as a class, reviewing any words that are -Look at the example for the first
difficult. picture. and read theexample
Homelink(1-2mins) -Work in groups, look and say
- Give homelink to Ss. thesentence
-Listen andlook
-Do homelink at home
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................
*************************************************************
1a3(8/10)
Period 11: UNIT 2: AT SCHOOL -LESSON 1
I. Objectives: By the end of this unit pupils can: talk about classroom objects
 34

II. Language contents:

1, Target language
- Book, chair, pen, pencil, rubber, ruler, school, table
2, Recycled language
- Colours
- It’s a (pencil).
- It’s (red).
3, Receptive language
- What’s this? - This is a (pen).
4.Attitude/ Quality:
- Ss confident to name school things
III. Teaching aids:
- Pupil’s Book page 12
-Activity Book page 11
-Audio CD1 track 12, 21, 22
-Posters
- Stickers
-Flashcards 01-11
- Active TeachSoftware
-Teacher’s book page19
IV.Procedures:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A:Warm up: (3-5 mins)
- Play the song from Welcome unit (CD1:12). - Listen and sing the song
Pupils listen andsing. fromWelcome
-Put pupils into 4 groups and give each group an
action: hip, hip, hurray, clap, stamp, jump. Play -Work in group (4 groups), then
the audio again and pupils stand up and sing and stand up and sing and do action
do action when appropriate.
- Write the number words on the board or use of
the number word cards. Pupils write the number - Look at the number words on the
below each cards. board and write the number below each
cards
 35

B. New lesson:30’
1. Learning adventure:(2-3 mins)
- Have pupils look at the screen and ask, What - Look at the screen, listen and
are we learning today? Write the lesson objective answer T’s question
on the board: We're learning words for classroom
objects.
- Ask pupils what English words they know for - Listen and answer T’s question
classroom objects, e.g. book, pen. Write them on
the board.
- Refer to the learning adventure poster and say, - Look at the poster and
Great! You are already moving along your listen
learning adventure!
2. Listen and sing then point and say.
(8-10mins)
- Present the new vocabulary with Flashcards 12- - Look at the scene and have a short
19. Show the flashcard in turn, say the words and discussion (in L1) about the
pupils repeat. Stick the flashcards on the board as characters in the illustration and
you say each word. where they are
- Focus on the scene. Have a short discussion (in - Identify the target vocabulary in the
L1) about the characters in the illustration and picture. Look at the classroom
where they are. Teach the word school in English objects and listen and answer T’s
Pupils identify the target vocabulary in the question
picture. Point to the classroom objects and ask, - Look at the classroom object words
What’s this? It’s a pencil. on the board and stick the flashcard
- Write the classroom object words on the board next to the correct word
and invite pupils tostick the flashcard next to the
correct word.
3. Listen and cirle then listen and say.(8-10ms)
- Ask pupils to look at Activity 2 in their Pupil's
Books. - Look at Activity 2 in their Pupil's
- Play the audio and ask pupils to listen first. Books
- Have a short discussion (in L1) about what's - Listen only
happening. (Harry and his friends have taken - Have a short discussion (in L1)
Waldo to school. Waldo is exploring and finding about what's happening
 36

strange uses for some of the classroom objects.)

- Play the audio again. Pupils listen and point to - Listen and point to each item in the
each item in the illustration as it is mentioned. illustration as it is mentioned.
- They listen again and circle each item. - Listen again and circle each item.
AUDIO SCRIPT – (CD1:21)
Cody: Look, Waldo! This is our school.
This is a table. And this is my chair.
Harry: And look! This is a pen. And this is a
ruler.
Waldo: Hmm. What's this? Mmmm!
Harry: It's a book! Oh no!
Waldo: And what's this? Mmmm!
Cody: It's a pencil! No, Waldo!
- Ask pupils to look at Activity 3 in their Pupil's - Look at Activity 3 in their Pupil's
Books. Books
- Play the audio. Pupils listen and point to the - Listen and point to the classroom
classroom objects. Indicate the objects in your objects
own classroom, where possible.
AUDIO SCRIPT – (CD1:22)
table, chair, pen, ruler, rubber, pencil,
* Game:
- Pupils play a game in pair. One pupil turns
away while his or her partner covers up one
object in the main picture with a coin or small
pieces of paper. His or her partner has to say
which object is covered up.
- Pupils take turn to cover up more objects each
time to make it more difficult.
4. Do exercise AB page 11 (6-8 mins)
Draw and trace - Look at Activity 1 in their Activity
- Ask pupils to look at Activity 1 in their Activity Books
Books. - Trace the dotted lines to find out
- Pupils trace the dotted lines to find out what what each object is. They then trace
each object is.They then trace the words. Help the words
 37

the pupils to read the words, and check the - Colour the objects, if they wish.
answers by repeating the words as a class. They then check their answers in
- Pupils colour the objects, if they wish. They pairs. One pupil says a colour
then check their answers in pairs. One pupil says and his/her partner says the object.
a colour and his/her partner says the object.
C. Consolidation (2-3 mins)(Pop Quiz)
- Call on a pupil to choose a school thing that - Listen, then stand up and clap when
they have learnt. Now show them Flashcards 12- you show the school thing.
19 one by one. Pupils stand up and clap when
you show the school thing
Homelink:(1-2mins) -Do homelink at home
- Give homelink to Ss
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................
WEEK 6
October 11th – October 15th
1a6,1a1 (11/10);1a5(14/10); 1a2 (13/10); 1a4(14/10)
Period 11: Week 5 (Prepared)

*************************************************************
1a1(12/10);1a6,1a5(14/10); 1a3(13/10); 1a2,1a4(15/10)

Period 12: UNIT 2: AT SCHOOL -LESSON 2

I. Objectives: By the end of this unit pupils can: describe common classroom
objects
II. Language contents:
1, Target language
- It’s a (pink) (pen).
2, Recycled language
- Classroom objects: Colours
3, Receptive language
- What is it?
- What colour is it?
 38

- Look! Can you find a (blue) (pen)?

III. Teaching aids:
- Pupil’s Book page 13
- Activity Book page 13
- Audio CD1 track 23, 24, 25,26
- Classroom objects
- Active Teach Software
- Teacher’s book page19
IV.Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A:Warm up: (3-5 mins)
- Put a selection of classroom objects in - Pick the classroom objects one by
various colours on your table. Invite a few one and say, then close their eyes.
pupils to pick them one by one and say. It’s a While T removes one or two. Pupils
(rubber). - Then ask pupils to close their eyes. open their eyes and say what’s
While you remove one or two. Pupils open missing.
their eyes and say what’s missing.
B. New lesson:30’
1. Learning adventure(2-3 mins)
- Have pupils look at the screen and ask: - Look at the screen, listen and answer
What are we learning today? T’s question, then guess what they will
- Ask pupils to look at the image and guess be learning in the lesson
what they will be learning in the lesson. - Recognize the lessonobjective
- Look at the lesson objective: We're learning
to talk about classroom objects.
2. Listen and chant.(10 -12 mins)
2.1. Activity 4 (PB – 13)
- Ask pupils to look at Activity 4 intheir - Look at Activity 4 in their Pupil's
Pupil's Books. Books
- Say, Look! Look! Make a gesture to - Listen and point to the blue pen in the
emphasize the meaning of the word. Then ask, main illustration
Can you find a (blue) (pen)? Pupils point to the
blue pen in the main illustration.
 39

AUDIO SCRIPT – (CD1: 23)

A yellow pencil and a blue pen.
A brown table and an orange chair.
A green ruler and a white rubber.
A purple book, look, look, look! - Listen and chant along
- Play the audio again. Pause after each line to - Replicate the chant substituting objects
give pupils time to repeat the words. of different colours which they've got in
- Pupils can replicate the chant substituting their own schools bags or on their
objects of different colours which they've got in tables.
their own schools bags or on their tables.
2.1. Activity 5 (PB – 14)
- Ask pupils to look at Activity 5 in their
Pupil's Books.
- Focus on the pictures at the bottom of the - Look at Activity 5 in their Pupil's
page. Play the audio. Pupils listen and circle the Books
appropriate item in each pair. - Listen and circle the appropriate item
AUDIO SCRIPT – (CD1:24) in eachpair
1 It's a red pencil.
2 It's a pink pen.
3 It's a white ruler.
3. Listen and sing. Then find and stick. (8-10
mins)
- Ask pupils (in L1) to remember the Quest
items from the Welcome Unit, which the
characters have to find. Ask them to guess - Remember the Quest items from the
which item could be found here. Welcome Unit and guess which item
AUDIO SCRIPT – (CD1:25) could be found here
Come with us, come on a quest.
Come on a quest today! - Listen for the Quest item
Come with us, come on a quest.
Look for a tablet today.
A balloon, a cake and...a tablet!
Look for a tablet today.
- Pupils then look at the main scene to find the - Look at the main scene to find the
 40

Quest item (the tablet). Quest item (the tablet).

- Ask pupils to turn to the stickers at the back - Turn to the stickers, find and stick it
of their books. They find the sticker of the into the correct place on page 13, ‘
tablet and stick it into the correct place on page
13, - Listen again and sing
over the grey tablet in the bookcase on the
right.
- Play the audio again and ask pupils to sing the
Quest song.
4. Do exercise.(10-15mins)
4.1. Find and circle. Then say.
- Ask pupils to look at Activity 2 in their
Activity Books. - Look at Activity 2 intheir Activity
- Pupils find the object each character is hiding. Books.
They then find the matching item in the row
and - Find the object, find the matching
circle it. item in the row and circle it.
- Ask, What is it? Pupils say, It's a pencil/table. - Listen and answer T’s question
Activity answer key:
1 pencil 2 table
4.2 Listen and read. Then colour.
- Ask pupils to look at Activity 3 in their
Activity Books.
- Play the audio. Pupils listen and read the - Look at Activity 3 in their Activity
words in their books. Books.
- They then colour the objects accordingly.
AUDIO SCRIPT – (CD1:26) - Listen and read the words in their
A yellow rubber. A purple pen. books
A red ruler. A pink pencil.
A black chair.A green book. - Colour the objects accordingly
A brown table.
 41

C. Consolidation (2-3 mins)(PopQuiz) -Listen and repeat the numbers

- Hold up various classroom objects as pupils - Repeat
are leaving the class. Ask pupils to tell you
what it is and what colour it is, e.g. It’s a -Say which number is
yellow missing.

Homelink(1-2mins)
- Give homelink to Ss. -Do homelink at home
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................
1a3(15/10)
Period 13: : UNIT 2: AT SCHOOL - LESSON 3
I. Objectives: By the end of this unit pupils can: say some action words, talk
about plurals
and follow a simple song.
II. Language contents:
1, Target language
- Climb, jump, play Plurals
2, Recycled language
-Let’s (jump).
- What’s this? What colour is it?
- How many (books)? - Mice
3, Receptive language
- Classroom objects, Numbers
III. Teaching aids:
- Pupil’s Book page 14
- Activity Book page 13
- Audio CD1 track 23, 27,28,29
- Active Teach Software
- Flashcards
-Teacher’s book page19
IV.Procedures:
 42

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A:Warm up: (3-5 mins)
- Tell pupils that they are going to listen to - Pupils listen to the chant and point
the chant about classroom objects. Play the to the objects when they hear the
audio. objects in the chant.
- Play once more and have pupils chant
along.
AUDIO SCRIPT – (CD1:23)
A yellow pencil and a blue pen.
A brown table and an orange chair.
A green ruler and a white rubber.
A purple book, look, look, look!
B. New lesson:30’
`1. Learning adventure(2-3 mins)
- Have pupils look at the screen and ask: - Look at the screen, listen and answer
What are we learning today? T’s question
- Write the lesson objectives on the
board: We're learning some action words - Recognize the lesson
and plurals. objectives
- Ask pupils what English words for
classroom objects they can remember,
e.g. table, pen. Write them on the board. - Look at the poster and
- Refer to the learning adventure poster listen
and say, Great! You are moving along
your learning adventure.
2.Presentation(3-5mins)
Look and say.
- Hold up the book and ask: - Look, listen and answer T’s
+ What’s this? - It’s a book. questions
+ How many books? - Look at the picture ,listen and
- Count withpupils. Say one book, two answer T’s questions
book,stressing the plural /s/ sound
- Ask pupils (in L1) what’s happening in
 43

the picture (the mice are using the

classroom objects as a playground)
-Revise jump and teach the words climb - Look, listen and repeat
and play using the pictures on the screen. If
necessary, use mime or L1 translation to
help.
- Point to the mouse doing the action or
mime the action and say the word several
times.

3. Listen and find and sing (7-10mins)

- Ask pupils to look at Activity 6 in their -Look at the screen,
Pupil's Books. listen and answer T’s question to
- Point to various objects in the picture recognize the new lesson
and ask: What's this? What colour is it?
How many (books)? - Listen and point to the
- Play the audio. objects in the picture as
4.Count and write. Then say. they hear them mentioned.
(5 - 7 mins)
- Ask pupils to look at Activity 7in their -Look and do again T’ miming
Pupil's Books.
- Pupils name the item at the bottom of
the page, e.g. It's a (pencil).
• Pupils check their answers with a
partner by saying the answers,
e.g. (ten) (pencils).
Activity answer key:
10 pencils 4 rubbers
3 rulers 5 books6 pens - Count the number of items in the
5. Listen and draw. (5 mins) song illustration (Activity 6) and
- Ask pupils to look at Activity 4 in their write the numbers in the boxes.
Activity Books.
- Play the audio. Pupils listen and draw the
appropriate numbers of classroom objects.
 44

- Pause the audio after each sentence to

allow pupils time to do this.
Activity answer key:
1. One ruler. 2 Five pencils. - Look at Activity 4 in their Activity
3. Four rubbers. 4 Three pens. Books.
Find and count. Then write and trace. - Listen and draw the appropriate
- Ask pupils to look at Activity 5 numbers of classroom objects
in their Activity Books.
- Pupils find how many different
objects are in the grid and write - Look at Activity 5 in their Activity
the numbers in the boxes. Books
- They then trace the words.
Activity answer key: - Find how many different objects are
7 pencils 3 rulers 2 books in the grid and write the numbers in
AUDIO SCRIPT – (CD1:29) the boxes
1. One ruler.
2. Five pencils.
3. Four rubbers.
4. Three pens. - Play and hold up the correct
C. Consolidation (2-3 mins)(PopQuiz) number of object each time
- Play a counting game. Say, Hold up a
book. Pupils hold up one book. Say:
Hold up two pencils.
- Ask Pupils hold up the correct number - Sing the song at home
of object each time. You could also do for their families
this as a team.
Homelink(1-2mins)
- Encourage pupils to sing the song
at home for their families.
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................
 45

WEEK 7
October 18th – October 22nd
1a6,1a1 (18/10);1a5(19/10); 1a2 (20/10); 1a4(21/10)
Period 13: Week 6 (Prepared)

*************************************************************
1a1(19/10);1a6,1a5(21/10); 1a3(20/10); 1a2,1a4(22/10)
Period 14: UNIT 2: AT SCHOOL - LESSON 4
I. Objectives: By the end of this unit pupils can: describe classroom objects and
say the sounds /r/ and /l/
II. Language contents:
1, Target language
- Lamb, look, rabbit
2, Recycled language
- Classroom objects

- It’s a (pink) (ruler).

- Leaf

III. Teaching aids:

- Pupil’s Book page

- Activity Book page

- Audio CD1 track 27, 30, 31, 32

- Stickers

- Crayons

IV.Procedures:
 46

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A:Warm up: (3-5 mins)
- T tells Pp to listen to the song about - Listen to the song about classroom
classroom objects. Play the objects and pointto the objects when
audio. Pupils point to the objects theyhear the objects in the song
when they hear the objects in the
song. Play once more and have
pupils sing along. - pupils sing along

B. New lesson:30’ - Look at the screen, listen and answer T’s

1. Learning adventure(2-3 mins) question
- Have pupils look at the screen and ask,
“What are we learning today ?”Ask
pupils to look at theimage and guess what - Recognize the lesson objectives
they will be learning in the lesson.
- Look at the lesson objectives:
We're talking about classroom
objects and We're saying some
sounds in English.
2. Listen and say ( 7-8 mins) - Look at Activity 8 in their Pupil's Books
- Ask pupils to look at Activity 8in their - Look and answer T’s questions
Pupil's Books.
- Ask pupils questions about thephotos,
e.g. What's this? (It's aruler.) What
colour is it? (It'spink.) Say, It's a pink - Listen and say in which photo the
ruler. players say Snap!
- Tell pupils (in L1) that the
children in the photos are playingSnap!
and teach them the word inEnglish.
Explain the aim of thegame.
- Play the audio. Pupils listen andsay in
which photo the playerssay Snap!
Activity answer key:
They say Snap! in picture 1.
 47

AUDIO SCRIPT – (CD1:30)

1
Boy A:It's a pink ruler.
Boy B:It's a pink ruler.Snap!Tworulers. - Listen and learn some useful expressions
2 they may need while playing the game.
Boy A:It's a brown table.
Boy B:It's a red pen.
Boy A:Try again.
- Play the audio again for pupils to
learn some useful expressions - Turn to the Unit 2 Cutouts
they may need while playing the on page 73 of the Pupil's Book.
game. Explain (in L1) the - Cut out the classroom object cards
meaning of Try again - Hold up the correct picture. Repeat
* Game.(3-5 mins) with other pictures.
- Ask pupils to turn to the Unit 2
Cutouts on page 73 of the Pupil's - Play a game of Snap! In pairs. Play
Book. with a pupil to demonstrate. Each time
- Pupils cut out the classroom theplayers lay down their
object cards. cards, they must also describe them as in
- Say, It's a blue book. Pupils hold the audio
up the correct picture. Repeat - Listen and recognize the sounds
with other pictures.
- Pupils now play a game of Snap!in
pairs. Play with a pupil to demonstrate.
Each time the players lay down their
cards, they must also describe them as in
the audio, e.g. It's a pink ruler.
3.Presentation (3-5mins)
- Remind pupils of the words
- Listen and recognize the - Look at Activity 9 in their Pupil's
rubber and ruler. Books
- Ask pupils which sound they hear in - Look, listen and say the words
both words Say the /r/ sound and ask
pupils to repeat after you.
 48

- Now do the same for the /l/ sound

using leaf.
3.1 PB page 15, Act 9 ( 5 mins)
Listen and say.
- Ask pupils to look at Activity 9 in their
Pupil's Books - Look at the screen and listen
- Play the audio and point to the sounds.
Play the audio again and ask pupils to say
the words. - Listen and repeat the phrase.
AUDIO SCRIPT – (CD1:31)
r - Look at the next screen and listen
Ricky Rabbit
ruler
rubber
red
- Show the activity on the screen. - Look at Activity 6 in their Activity
Focus on the first picture. Indicate the Books
rabbit and say, e.g. Look, a rabbit! - Trace the letters r and l
- Play the audio. Play the audio again, and - Look at the various objects scattered
have pupils repeat the phrase. across the field. Some of these belong to
- Move on to the next screen. Focus on Ricky Rabbit. Others
the second picture. Indicate the lamb and belong to Lucy Lamb
say, e.g. Look, a lamb!. - Listen and draw a line to connect
AUDIO SCRIPT – (CD1:31) together all the r words and colour them
Ricky Rabbit, Ricky Rabbit, red. Pupils then draw a line to
ruler, rubber, red, connect the l words and colour them
Ricky Rabbit! yellow.
Lucy Lamb, Lucy Lamb,
look, leaf,
Lucy Lamb! - Look at Activity 7 in their Activity
3.2 AB page 14 ( 5 mins) Books.
Trace. Then listen, match and colour. - Join the dots and find the images.
- Ask pupils to look at Activity 6 in their - Trace the words below each of the
Activity Books. animals and say them
 49

- Pupils trace the letters r and l.

- Pupils look at the various objects
scattered across the field. Some
of these belong to Ricky Rabbit.
Others belong to Lucy Lamb.
- Play the audio. Pupils listen and
draw a line to connect together
all the r words and colour them
red. Pupils then draw a line to
connect the l words and colour
them yellow.
Activity answer key:
red = rabbit, rubber
yellow = leaf, lamb
Join the dots. Then trace and say.
- Ask pupils to look at Activity 7
in their Activity Books.
- Pupils join the dots and find the
images.
- They then trace the words below
each of the animals and say them.
Activity answer key:
1 rabbit
2 lamb

C. Consolidation (2-3 mins)(Pop Quiz)

- Divide pupils into 4 groups. - Work in groups (4 groups)
Assign one of the sounds /b/, /p/,/r/ and /l/ to make a list of words beginning with
to each group. Ask each group to make a their allocated sound
list of words beginning with their
allocated sound. Make this a race to see
which group can write the most words
within a set time. - Do homelink at home
* Homelink: (1- 2 mins)
 50

- Give homelink to pupils

V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................
1a3(22/10)
Period 15: UNIT 2: AT SCHOOL - LESSON 5
I. Objectives: By the end of this unit pupils can:understand a simple story
and act out a story
II. Language contents:
1, Functional language
- Oh, dear!
- Can I help you?
- Yes, please.
2, Values
- The importance of helping each other
3, Receptive language
- What’s this? It’s a (guitar)

III. Teaching aids:

- Pupil’s Book page 16

- Activity Book page 15

- Audio CD1 track 33, 34

- Active Teach Software

IV.Procedures:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A:Warm up: (3-5 mins)
- Remind pupils of the story from Unit 1. - Remember the story from Unit
Then look at the questions and ask, Who is 1, listen and answer T’s questions
in the story? Nominate a pupil to answer
(Harry, Beth, Cody and Waldo
 51

- Move on to the next question and

have pupils raise their hands if
they can tell you anything about
the story.
Activity answer key:
1 Harry, Beth, Cody and Waldo.
2 The children go to different stalls at the
fair. Waldo ends up with five cakes.
B. New lesson:30’
1. Learning adventure(2-3 mins) - Look at the screen, listen and
- Have pupils look at the screen andask, answer T’s question to recognize
“ What are we learning today?” the lesson objectives
Ask pupils to look at the image
and guess what they will be
learning in the lesson.
- Ask, What are we learning today?
Look at the lesson objectives:
We're listening to a story and
acting it out.
2. STORY
2.1. PB page 15, Act(5-7 mins)
Listen to the story. Read - Look at Activity 10 in their
- Ask pupils to look at Activity 10 Pupil's Books
in their Pupil's Books. - Pay attention to the story, listen
- Direct pupils' attention to the story and and answer T’s questions
ask questions about the characters and the
scene: Who's this? What's this? What
colour is it? Say, Find (Harry)., Find a
ruler., etc. - Predict what will happen in the
- Ask pupils to predict what will story
happen in the story. - Listen to the story and follow
- Play the audio. Ask pupils to along in their books
listen to the story and follow along
in their books.
 52

-Check pupils' understanding of the story

by asking questions and pointing to the
pictures. If necessary, explain that the
woman
in the story (Miss Campbell) is a teacher.
- After pupils have a clear understanding of
the story, play the audio again. Pause after
each frame and encourage pupils to
repeat the words and phrases aloud.
2.2.PB page 16, Act.11 (5 – 7mins)
Act out the story. - Listen and answer T’s questions
- Ask pupils to look at Activity 11
in their Pupil's Books.
- Invite a group of pupil volunteers to act
out the roles. Say the lines while the pupils
act out the story and then ask pupils to
repeat them after you. - Listen and repeat the words and
- Encourage pupils to say the lines from phrases aloud
memory. You may wish to use props for the
roleplay.
- Divide pupils into groups of seven. Give
groups time to practise their roleplay.
- Read the lines again and ask pupils to - Look at Activity 11 in their
speak along. Ask other groups of pupils to Pupil's Books
come to thefront to act out the story. - Act out the roles, listen and
-You might like to give the pupils repeat
feedback on their roleplay.
2.3 AB page 15 (6 min) - Say the lines from memory
Listen and number.
- Ask pupils to look at Activity 8 intheir - Work in groups to practise their
Activity Books. roleplay
- Play the audio. Pupils listen andnumber
the pictures accordingly. - Listen and speak along. Other
Activity answer key: groups of pupils to come to the
 53

a3 b1 c2 d4 front to actout the story

Draw. Then trace and colour. - Listen T’s feedback on their
- Ask pupils to look at Activity 9 in their roleplay
Activity Books.
- Pupils draw over the dotted lines to reveal - Look at Activity 8 in their
the picture (Waldo). Activity Books
- They read the phrase below the picture
and trace the word green. - Listen and number the pictures
- Ask the class if they can sound out the accordingly
word they have traced, and help them to
read the sentence. Ask them to colour the - Look at Activity 9 in their
dragon. Activity Books
C. Consolidation (2-3 mins)(Pop Quiz)
-Say some sentences from the story and ask
pupils to tell you which character says - Listen and repeat with other
them. It’s a green dragon (Miss Campbell) sentences from the story.
repeat
with other sentences from the story
- For the next - Talk about musical instruments,
- Explain (in L1) that in the next bring various materials to make a
Lessonspupils are going to talk musical instrument
instruments, bring about musical
instruments. Ask various materials to pupils
to bring various materials make a musical
to make a musical instrument, e.g
instrument empty boxes, tins, elastic
bands… - Retell the story at homefor their
* Homelink(1-2mins) families
- Encourage pupils retell the story at home
for their families.
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................
 54

WEEK 8
October 25th – October 29nd
1a6,1a1 (25/10);1a5(26/10); 1a2 (27/10); 1a4(28/10)
Period 15: Week 7 (Prepared)

*************************************************************
1a1(26/10);1a6,1a5(28/10); 1a3(27/10); 1a2,1a4(29/10)
Period 16: UNIT 2: AT SCHOOL - LESSON 6
I. Objectives: By the end of this unit pupils can: name some common musical
instruments.
II. Language contents:
1, Cross-curricular
- Music: musical instruments
2, Target language
- Drum, guitar, piano, violin
3, Recycled language
- It’s (orange).
III. Teaching aids:
- Pupil’s Book page 17
- Activity Book page 16
- Audio CD1 track 35, 36
- Active Teach Software1, Target language
IV.Procedures:
 55

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A:Warm up: (3-5 mins)
Act. Guess.
- Have pupils look at the pictures of some - Look at the pictures ofsome
classroom objects. Tell them that you are classroom objects,and act out using
going to act out using a classroom object, aclassroom object, and theclass
and the class needs to guess what it is. needs to guess whatit is.
Act as if writing something, and elicit It's
a pencil from pupils. Once pupils get the
idea of the game, look at the example
sentences together. Put pupils in pairs and
ask them to act and guess.
B. New lesson:30’
1. Learning adventure(2-3 mins)
- Have pupils look at the illustration and - Look at the illustration, listen and
ask, What are we learning today? answer T’s question to recognize
- Write the lesson objective on theboard: the
We're learning about musical instruments. lesson objective
- Ask pupils what English words they
know for music, e.g. song, piano. Write
them on the board. - Look at the poster andListen
- Refer to the learning adventure poster
and say, Great! You are already moving
along your learning adventure.
2. Presentation (5 min)
- Teach the musical instruments by
pointing to the piano, guitar, violin and - Listen and look
drum in Activity 12 and saying the words
several times, e.g. It’s a piano
- Miming the piano and ask, What’s this?
It’s a piano. Continue with other - Look, listen and answerT’s
instruments question
2.1 PB page 17, Act.12 (7 min)
 56

Listen and point. And then say

- Ask pupils to look at Activity 12
in their Pupil's Books. -Look at Activity 12 in their Pupil's
- Play the audio. Ask pupils to listen as Books
they look at the photos and point to the - Listen as they look at the photos
instruments on the audio. Have pupils and point to the instruments on the
listen again and repeat the words. audio, then listen again and repeat
AUDIO SCRIPT – (CD1:35) the words
1 It's a violin.
2 It's a drum.
3 It's a guitar.
4 It's a piano.
-In pairs, pupils mime and guess the
instruments, saying, e.g. It's a (drum). - Work in pairs to mimeand guess
2.2PB page 17, Act.13(5 min) the instruments
Listen and number.
- Ask pupils to look at Activity 13 in their
Pupil's Books. - Look at Activity 13 in their
- Direct pupils' attention to the photos. Pupil's Books.
Ask them to identify the instruments in - Pay attention to the photos ,then
the pictures. Say, e.g. What's this? (It's a identify the instruments in
violin.) thepictures
- Play the audio of music from the various
instruments. Say, Listen to the music. - Listen and answer T’squestion
Stop the audio after each instrument and
ask, What is it?
Activity answer key:
violin 4 drums 3 - Listen again and number the
guitar 1 piano 2 photos according to each excerpt of
- Play the audio again and pupils music
number the photos according to - Listen and answer T’s question
each excerpt of music.
- Ask pupils, Which music do you
like best?
 57

3. Project (5 min)
- Make an instrument.
- Pupils make their own musical
instruments, e.g. a guitar made from an
empty tissue box/shoe box (coloured or - Make their own musical
covered with tissue paper to make it look Instruments.
attractive) with some elastic bands strung
around it and an 'arm' made of a piece of
cardboard; or a drum made from an
empty metal tin with the top of the drum
made of several sheets
4. Do exercises ( 5 mins)
Match and trace. Then say.
- Ask pupils to look at Activity 10 in their
Activity Books.
- Pupils match each of the characters with - Look at Activity 10 in their
their missing musical instruments. Activity Books
- They then trace the words. Say, (One). - Match each of the characters with
Pupils say, It's a (guitar). their missing musical instruments
Activity answer key: - Trace the words.
1 guitar 2 piano 3 violin 4 drum
Read and circle.
- Ask pupils to look at Activity 11
in their Activity Books.
- Pupils look at the close-up pictures of
the instruments and guess what each of - Look and guess what each of the
the instruments are. They circle the instruments are. They circle the
correct word below it. correct word below it.
- Ask which instrument is not shown (a - Listen and answer T’s
violin). question
Activity answer key:
1 guitar 2 piano 3 drum
 58

C. Consolidation (2-3 mins)(Pop Quiz)

- Ask pupils, How many names of - Listen and answer T’squestion and
musical instruments do you know tell theirpartner the new wordsthey
now? Give pupils a minute to tell know.
their partner the new words they
know.
- Write the musical instrument word on - Write the musical instrument
the board and pupils draw the correct
instrument next
* Homelink(1-2mins) - Do homelink at home
- Give homelink to Ss.
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................

1a3(29/10)
Period 17: UNIT 2: AT SCHOOL - LESSON 7
I. Objectives: By the end of this unit pupils can: describe common classroom
objects
II. Language contents:
1, Target language
- Classroom objects, Actions

2 Receptive language
- What is it?
- What colour is it?
- Look! Can you find a (blue) (pen)?
III. Teaching aids:
- Pupil’s Book page 18

- Activity Book page 17

- Audio CD1 track 27, 37, 38

 59

- Flashcards 12-19

- Stickers

- Active Teach Software

IV.Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A:Warm up: (3-5 mins)
- Act. Guess. - Listen the song and create
Play the song from Lesson 3 actions to go with the
(CD1:27) Pupils create actions to song.
go with the song.
AUDIO SCRIPT – (CD1:27)
Rulers, rulers
How many rulers?
How many rulers can you see? - Look at the flashcards 12- 19
Hurray! Let's play! Let's jump and climb. or real items in the classroom,
Books, books listen and
How many books? answer T’s questions
How many books can you see?
Hurray! Let's play! Let's jump and climb.
Pencils, pencils
How many pencils?
How many pencils can you see?
Hurray! Let's play! Let's jump and climb.
Pens, pens
How many pens?
How many pens can you see?
Hurray! Let's play! Let's jump and climb.
Rubbers, rubbers,
How many rubbers?
How many rubbers can you see?
Hurray! Let's play! Let's jump and climb.
 60

- Display the flashcards 12-19 orreal items in

the classroom torevise classroom object
vocabulary. Hold up a pencil andsay, What’s - Look at the lesson 7, listen and
this? Is this a yellowruler? answer T’s question to recognize
B. New lesson:30’ the lesson objective
1. Learning adventure(2-3 mins)
- Have pupils look at the lesson 7 and ask, - Answer T’s question if they
What are we learning today? remember the things they have
- Write the lesson objective on the board: We're been learning in this unit
thinking about our learning adventure.
- Ask pupils if they can remember the things
they have been learning in this unit, e.g. How
many words for the classroom
objects can you remember? Put their ideas on
the board.
- For each example, ask pupils, Where are you
on your learning adventure? Reassure pupils
who are less confident that they will have
opportunities for more practice. - Look at Activity 14 intheir
2. Listen and stick. Then trace. (10 -12 mins) Pupil's Books
2.1. PB page 18, Act 14 - Turn to the stickers of the
- Ask pupils to look at Activity 14in their classroom objects at the back of
Pupil's Books. their books and
- Ask pupils to turn to the stickers of the name the objects.
classroom objects at theback of their books and - Listen and point to the stickers
name the objects.
- Play the audio. Ask pupils to listen and point
to the stickers.
AUDIO SCRIPT – (CD1:37)
1 It's a purple pen.
2 It's a yellow ruler.
3 It's a blue pencil.
4 It's a white rubber.
5 It's a red book. - Listen again and stick the
 61

6 It's an orange chair. stickers in place.

7 It's a brown table. - Trace the words under the
- Play the audio again and ask pupils to stick stickers.
the stickers in place. - Stick the star sticker in place if
- They then trace the words under the stickers. they feel they have learnt the unit
- Pupils stick the star sticker in place if they vocabulary successfully.
feel they have learnt the unit vocabulary
successfully.
Activity answer key:
1 pen 2 ruler
3 pencil 4 rubber
5 book 6 chair
7 table - Look at Activity 15 in their
2.2. Colour. Then listen and ask and Pupil's Books, work individually
Answer. PB page 18, Act.15 (5 mins) and colour
- Ask pupils to look at Activity 15 in their the classroom objects
Pupil's Books. - Compare their pictures in pairs.
- Pupils work individually and colour the One pupil points to one of his/her
classroom objects. partner's
- They then compare their pictures in pairs. One pictures. His/her partner describes
pupil points to one of his/her partner's pictures. the picture, then come to the front
His/her partner describes thepicture, saying, to share
e.g. It's a (blue) (pen). Invite pupils to the front their drawings with the class.
to share their drawings with the - Listen to the audio
class.
- Play the audio to give pupils an idea of the
language they will need and model the
sentences with the class.
- Pupils stick the star sticker in place if they
feel they have learnt the unit structures - Stick the star sticker in place if
successfully. they feel they have learnt the
AUDIO SCRIPT – (CD1:38) unit structures successfully.
What's this?
It's a red guitar.
 62

3. Game – 5 mins
- Stick flashcards on the board. Then divide
pupils into two teams and hand out classroom
object word cards to several pupils in each - Look at flashcards on the board.
team Then work in groups
- Call out a classroom object and the team
which has the corresponding word card sticks it
on the board. Award points for correct answers.
4. Do exercise.AB page 17 - 5 mins
4.1. Read and match.
- Ask pupils to look at Activity 12 in their
Activity Books. - Look at Activity 12 in their
- Pupils match the words with the Activity Books
corresponding pictures by drawing matching - Match the words with the
lines. corresponding pictures by
Activity answer key: drawing matching lines
1 table 2 chair 3 rulers 4 rubber 5 pencils
6 pens 7 book - Look at Activity 13 in their
4.2 Read and colour. Activity Books.
- Ask pupils to look at Activity 13in their
Activity Books. - Read the words in Waldo's
- Pupils read the words in Waldo'sthought thought bubbles and colour the
bubbles and colour thepictures accordingly. picturesaccordingly

C. Consolidation (2-3 mins)(PopQuiz)

Say the Unit 2 words.
- Tell pupils that we are reviewing the words - Listen and repeat the words
that have been learnt in the unit. Ask for a
volunteer pupil to say the first word. Check
the answer. Repeat the word and have the rest
of the pupils repeat.
- Put pupils into pairs and have them look at the - Work in pairs and look at the
pictures and say the words. Work from pair to pictures and say the words
pair to hear their answers. Review any
 63

difficult words.
Homelink(1-2mins)
- Give homelink to Ss. -Do homelink at home
V. Adjustment after lesson.
.................................................................................................................................
.................................................................................................................................

WEEK 9
November 1st – November 5th
1a6,1a1 (1/11);1a5(2/11); 1a2 (3/11); 1a4(4/11)
Period 17: Week 8 (Prepared)

*************************************************************
1a1(2/11);1a6,1a5(4/11); 1a3(3/11); 1a2,1a4(5/11)
Period 18: UNIT 2: AT SCHOOL - LESSON 8
I. Objectives: By the end of this unit pupils can: describe common classroom
objects
II. Language contents:
1, Target language
- Classroom objects, Actions
2Recycled language
- Classroom objects, Colours,
Numbers 1-10 Plurals
III. Teaching aids:
- Pupil’s Book page 19
- Activity Book page 60
- Audio CD1 track 39
- Flashcards 12-19
- Active Teach Software
- Consolidation and extension worksheet 2 (TB: 46)
 64

IV.Procedures:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A:Warm up: (3-5 mins)
- Show pupils the flashcards 12-10 in turn and - Look at the flashcards and
stick them on the board. Number them from1- try to remember the position of
7. each flash card, then say all
- Tell pupils (in L1) to try to remember the missing words in correct order
position of each flash card. After a while, take
off two flashcards and ask pupils to say all
seven words in correct order. Repeat until
there aren’t any flashcards on the board and
pupils can repeat them in the correct order.
B. New lesson:30’
1. Learning adventure(2-3 mins)
- Have pupils look at the lesson 8 and ask, - Look at the lesson 8, listen and
What are we learning today? Ask pupils to look answer T’s question, then guess
at the image and guess what they will be what they will be learning in the
learning in the lesson. lesson to recognize thelesson
- Look at the lesson objective: We're talking objective
about the classroom.
2. Practice - PB page 19, Act.16,17 (10 -12
mins)
2.1. Find and circle five differences.
- Ask pupils to look at Activity 16 in their
Pupil's Books. - Look at Activity 16 in their
- Pupils find five differences between the Pupil's Books
pictures, circling the differences on picture 2. - - Find five differences and
- Give pupils a time limit. They can work either circling them onpicture 2.
individually or in pairs. - Give pupils a time limit. They
- Check answers as a class. Pupils say, e.g. can work either individually or in
Picture 1, (two red pens). Picture 2, (two blue pairs.
pens). - Look and say
Activity answer key:
 65

Picture 1: four yellow pencils, three black

books, yellow ruler, yellow rubber, brown chair
Picture 2: four orange pencils, three brown
books, pink ruler, green rubber, grey chair
2.2. Listen. Then say and play. 5mins
- Ask pupils to look at Activity 17 in their Pupil
Books.
- Ask pupils to say in whichpicture the yellow - Look at Activity 17 in their
rubber can be found (Picture 1). Pupil Books
- Ask pupils to play a game in pairs. One pupil - Say in which picture the yellow
says an item from one of the pictures and rubber can be found (Picture 1).
his/her partner says the number of the picture. - Play a game in pairs.
- Play the audio to give pupils an idea of the
language they will need.
AUDIO SCRIPT – (CD1:39)
A yellow rubber. One.
3. What I know
- Tell pupils that for homework, they will check
and review what they learnt in the Unit. What I - Listen and pay attention to T’s
know: Pupils look at each picture and if they reminding
can remember the word for it, they can drag it - Look at each picture and can
into the I know box. If not, they should drag it drag it into the I know box. If not,
into the I don'tknow box. they should drag it into the I don't
Let's Review: Pupils revise some key know box.
vocabulary from the unit using the flashcards.
-- They should try to remember the word for - Revise some key vocabulary
each card, then click on it to see the answer. then click on it to see the answer.
.
C. Consolidation (5 mins)(PopQuiz)
- Show the activity on the board and look at the - Look at the example for the
example for the first picture. Nominate a pupil first picture, then say
to say Five chairs.
- Put pupils into groups. Point to the flashcard - Look at the flashcard and say
and then to a group and ask them to say a a sentence
 66

sentence.
- Return to the start and work through the
pictures as a class, reviewing any words that
are difficult.
Homelink(1-2mins)
- Give homelink to Ss. -Do homelink at home
******************************************************
1a3(5/11)
Period 19:UNIT 3: MY FAMILY
Lesson 1
I. OBJECTIVES:
By the end of this unit pupils can name some common family words.
II. LANGUAGE CONTENTS:
1. Target language:
- Aunt, brother, dad, friend, granddad, granny, mum, sister.
2. Receptive language:
- This is my brother.
III. TEACHING AIDS:
- Pupil’s book page 20
- Activity Book page 18
-Audio CD1 track 40, 41
-Posters
-Flashcards 20 - 27
-Active Teach Software
-Teacher’s book page 62
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up: (3-5’)
- Play the song from the Welcome - Listen and sing the song
Unit (CD1:02). Pupils listen and from the Welcome Unit
sing.
AUDIO SCRIPT -(CD1 track 02, 03)
Harry: Hello, I'm Harry.
Beth, Cody, Waldo: Hello Harry.
 67

Beth: Hello, I'm Beth.

Harry, Cody, Waldo: Hello Beth. - Remember the new
Cody: Hello, I'm Cody. words they learnt in Unit
Beth, Harry, Waldo: Hello Cody. 2 and say again.
Waldo: Hello, I'm Waldo.
Harry, Beth, Cody: Hello Waldo
- Ask pupils to remember the new
words they learnt in Unit 2. Write - Look at the lesson 1,listen and
the words on the board as they are answer T’s question to recognize the
said. lesson objective - Look at the poster
B. New lesson: (28-30’) and listen
Learning adventure:(2-3’)
1. What do you know?
- Have pupils look at the lesson 1
and ask: What are we learning
today? Look at the lesson - Look at the flashcards, listen and
objective: We're learning family repeat the words
words.
- Ask pupils what family words - Look at the flashcards,
they know, e.g. mum, aunt. Write listen and say
them on the board.
- Refer to the learning adventure
poster and say, Great! You are
already moving along your
learning adventure! - Stick the flashcard next
1. PRESENTATION to the correct words
- Introduce the new words using the
flashcards 20-27. Show the
flashcards in turn, say the words - Look at Activity 2 in
and pupils repeat. Stick the their Pupil's Books
flashcards on the board as you say
each word.
- Indicate the flashcards on the - Listen and look at the
board and say, Family. characters in the main
 68

- Say a family member, e.g. MUM illustration

and flip through the flashcards one
by one. Pupils shout FAMILY and
clap when they see the flashcard
of MUM.
- Write the family words on the
board and invite pupils to stick the
flashcard next to the correct
words
2. PRACTICE
2. Listen and find.
- Ask pupils to look at Activity 2 in
their Pupil's Books.
-Play the audio. Ask pupils to - Look, listen and answer
listen and look at the characters in T’s question
the main illustration.
AUDIO SCRIPT – (CD1:40)
Harry: Waldo, this is my family.
This is my mum.
And this is my dad. - Listen and find each character in the
This is my granny and this is my picture.
grandad.
And this is aunt Fifi.
Oh, and this is my sister, Beth!
Beth: And Harry is my brother! - Look at Activity 3 in
Harry: Yes. their Pupil's Books
Harry: Mum, Dad...this is my - Look at the pictures and
friend, listen and point to the
Waldo. family members
He's a dragon!
Mum and Dad: Hello.
Granny and Grandad: Hello, Waldo.
Waldo: Roarrrr. - Listen again, point to the
-Ask pupils (in L1) whose family it family members and
 69

is. (It's Harry's.) repeat the words.

-Talk about the characters (in L1) - Find the same character in the main
and what's happening in the main illustration and answer T’s question
illustration. (Harry is introducing
Waldo to his family for the first - Play the game in pairs. One pupil
time.) Ask questions about the turns away while his or her partner
picture, e.g. What's this? What covers up one of the small pictures in
colour is it? Activity
- Play the audio again, pausing after 3 with a small piece of paper. His or
each sentence and ask pupils to find her partner has to say which family
each character in the picture. member is covered up. Pupils take
- Point to Harry’s mum and dad and turns, covering up more pictures each
ask, Who’s this? (Mum, Dad). time to
Repeat for the other characters. make it more difficult
3. Listen and say: - Look at Activity 1 in their Activity
- Ask pupils to look at Activity 3 in Books.
their Pupil's Books. - Trace the matching lines to match the
- Focus on the small pictures at the family words with the numbered
bottom of the page. Play the characters.
audio. Pupils listen and point to - Read and trace the
the family members. family words.
AUDIO SCRIPT – (CD1:41)
mum, dad, brother, sister, granny, - Hold a flashcard and guess the card.
grandad, friend, aunt
- Play the audio again. Pupils listen, - Bring photos of their families to class
point to the family members and and share to their partner.
repeat the words.
- Point to one of the small pictures
and ask,Who's this? Pupils find
the same character in the main
illustration and say who it is, e.g.
grandad
GAME: Pupils play the game in
pairs. One
 70

pupil turns away while his or her

partner covers up one of the small
pictures in Activity 3 with a small
piece of paper. His or her partner
has to say which family member is
covered up. Pupils take turns,
covering up more pictures each
time to make it more difficult

Do exercise AB page 18: Trace.

Then match and say.
- Ask pupils to look at Activity 1 in
their Activity Books.

C. Consolidation
- Choose a pupil to hold a flashcard
over his/her head so that he/she can’t
see it. He/she tries to guess the card
(mum? dad?). Pupils wave their
hands, stand up or clap when he/she
guesses correctly.
- Pupils could bring photos of their
families to class.

******************************************************
 71

WEEK 10
November 8th – November 12th
1a6,1a1 (8/11);1a5(9/11); 1a2 (10/11); 1a4(11/11)
Period 19: Week 9 (Prepared)

*************************************************************
1a1(9/11);1a6,1a5(11/11); 1a3(10/11); 1a2,1a4(12/11)
Period 20: UNIT 3: MY FAMILY
Lesson 2
I. OBJECTIVES:
By the end of this unit pupils cantalk about age using He’s /She’s (seven).
II. LANGUAGE CONTENTS:
1. Target language:
- Photo
-He’s/She’s (four)
2. Recycled language:
- Family members, Numbers
-This is my (brother).
-How old are you?
3. Receptive language:
- How old is he/she?
III. TEACHING AIDS:
- Pupil’s book page 21
- Activity Book page 19
-Audio CD1 track 42, 43, 44
-Flashcards
-Active Teach Software
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up: (3-5’)
- Revise the numbers by pointing to - Count from 1-10 in pairs
different numbers of objects in the pointing to different
classroom. Pupils count from 1-10 numbers of objects in
 72

in pairs. the classroom

- Walk around the class and ask -Listen and answer T’s
various pupils, How old are you? question
B. New lesson: (28-30’)
Learning adventure:(2-3’) - Look at the lesson 2,
- Have pupils look at the lesson 2 listen and answer T’s
and ask, What are we learning question to recognize
today? the lesson objective
-Look at the lesson objective: We're
talking about how old people are. - Show their family
1. PRESENTATION photos to the class and
- Revise family words using say
flashcards 20-27 or photos. Pupils -Two girls or boys to the
show their family photos to the board, listen and answer
class and say, This is my mum T’s question
-Invite two girls or boys to the
board. Ask each, How old are you?
Elicit, e.g. I’m six. Then say, He’s
or She’s six. Emphasize the words
he or she each time when you say - Look at Activity 4 in
the sentences. their Pupil's Books
2. PRACTICE -Look at the picture,
4. Listen and chant. Then find. listen and answer T’s
- Ask pupils to look at Activity 4 in question
their Pupil's Books. -Guess how old Harry
-Ask questions about the picture: and Beth are
Who's this? What's this?

-Point to Harry and ask, How old is

he? Repeat the question for Beth,
How old is she? Ask pupils if they
can guess how old Harry and Beth -Listen to the audio again
are. Point to Harry and say, He's and repeat the words
seven. Point to Beth and say, She's
 73

six.
-Play the audio again. Pause after
each line to give pupils time to
repeat the words.
AUDIO SCRIPT – (CD1:42) - Listen to the audio again
This is my sister. and repeat the words
This is my sister. - Listen to the chant and
She's six. chant along.
She's six.
This is my brother.
This is my brother. - Look at Activity 5 in
He's seven. their Pupil's Books.
He's seven -Look at the pictures at
- Play the audio again. Pause after the bottom of the page,
each line to give pupils time to listen first
repeat the words.
- Play the chant and ask pupils to
chant along.
- Listen and match the
characters with their
3. Listen and match. Then write and ages. They then write
say: the dragons' ages on
- Ask pupils to look at Activity 5 in their badges.
their Pupil's Books. -Point to the pictures and
-Focus on the pictures at the bottom say, He's (ten). Stronger
of the page. Explain that the pupils can say This is my
pictures show Waldo's brothers (brother)... , as well.
and sisters. Play the audio. Ask
pupils to listen first.
AUDIO SCRIPT – (CD1:43)
1.This is my brother. He's ten. - Remember the Quest
2.This is my sister. She's two. items from the Welcome
3.This is my brother. He's four. Unit and guess which
4.This is my sister. She's eight. item could be found
 74

- Play the audio again. Pupils listen here

and match the characters with their - Listen for the Quest
ages. They then write the dragons' item.
ages on their badges.

-Pupils point to the pictures and

say, He's (ten). Stronger pupils can
say This is my (brother)... , as well. - Look at the main scene
Activity answer key: to find the Quest item
1.10 (the photo).
2.2 -Find the stickers at the
3.4 back of their books.
4.8 They find the sticker of
QUEST: Listen and sing. Then the photo and stick it in
find and stick. the correct place on
- Ask pupils (in L1) to remember the page 21, over the grey
Quest items from the Welcome photo on the right.
Unit, which the characters have to -Listen to the audio again
find. Ask them to guess which item and sing the Quest song
could be found here
- Play the Quest song. Pupils listen - Look at Activity 2 in
for the Quest item. their Activity Books
-Find the hidden
AUDIO SCRIPT – (CD1:44) numbers in the puzzles
Come with us, come on a quest. and colour them.
Come on a quest today! -Choose the correct word
Come with us, come on a quest. under each picture and
Look for a photo today. circle it.
A balloon, a cake, a tablet and... a
photo!
Look for a photo today. - Look at Activity 3 in
- Pupils then look at the main scene their Activity Books
to find the Quest item (the photo). - Look at the numbers on
the children's T-shirts
 75

- Ask pupils to find the stickers at and match each one with
the back of their books. They find one of the number
the sticker of the photo and stick it words below.
in the correct place on page 21, - Check their answers in
over the grey photo on the right. pairs.

- Leave the class, listen

-Play the audio again and ask pupils and answer T’s question.
to sing the Quest song
Do exercise AB page 19: Find and
colour. Then circle.
- Ask pupils to look at Activity 2 in
their Activity Books.
-Pupils find the hidden numbers in
the puzzles and colour them.

-Pupils then choose the correct

word under each picture and circle
it.
Activity answer key:
1.Nine2.Eight
Do exercise AB page 19:Look and
match. Then say
- Ask pupils to look at Activity 3 in
their Activity Books

- Pupils look at the numbers on the

children's T-shirts and match each
one with one of the number words
below.

- Pupils check their answers in pairs

Activity answer key:
1.ten 2.seven 3.Five4.eight
 76

C. Consolidation:
- As pupils are leaving the class, ask
them how old their
brother/sister/friend is. They
answer, He's/She's (ten)
******************************************************

1a3(12/11)
Period 21: UNIT 3: MY FAMILY
Lesson 3
I. OBJECTIVES:
By the end of this unit pupils can:
- Can talk about feeling happy and sad.
- Can follow a simple song.
II. LANGUAGE CONTENTS:
1. Target language:
- Zoo
- Happy, sad
- He/She’s (happy)
2. Receptive language:
- Boo-hoo
- It’s fun!
- Is he/she happy?
3. Recycled language:
- Family members
III. TEACHING AIDS:
- Pupil’s book page 22
- Activity Book page 20
-Audio CD1 track 42, 45, 46
-Stickers
-Flashcards
-Active Teach Software
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 77

A. Warm up: (3-5’)

- Revise family words. Stick - Look at the flashcards20-27 on the board
flashcards 20-27 on the board to toform a simple familytree.-Listen to the
form a simple family tree. chant fromLesson 2, hold up thecorrect
-Play the chant from Lesson 2 numbers offingers as the hear the
(CD1:42). Pupils hold up the numbers, listen andanswer T’s question
correct numbers of fingers as they
hear the numbers. Ask, How old is
Beth? She’s six

AUDIO SCRIPT – (CD1:42)

This is my sister. - Look at the lesson 3,listen and answer
This is my sister. T’squestion
She's six.
She's six.
This is my brother.
This is my brother.
He's seven. -Look at the poster andlisten
He's seven.
B. New lesson: (28-30’) - Look, mime the facialexpressions to learn
Learning adventure: thewords, then listen andanswer T’s
- Have pupils look at the lesson 3 question
and ask,What are we learning
today? Look at the lesson
objective: We're talking about
feelings. -Learn the word
-Ask pupils what English words
they can remember for family -Look at Activity 6 in
members, e.g. mum, dad. Write their Pupil's Books
them on the board. -Look at the scene, listen
-Refer to the learning adventure to T’s explaination.
poster and say, Great! You are
moving along your learning -Listen and point to the
adventure! family members as they
 78

1. PRESENTATION are mentioned

- Teach the word happy or sad by
miming the facial expressions.
Say, I’m sad/happy. Then say
happy/sad and ask the class to
mime the facial expressions.
Choose a girl to mime being
happy and say, She’s happy. Do
the same with a boy. Ask various
pupils to mime and ask, Is she/he - Listen and answer T’s
happy/sad? question.
-Teach the word zoo. Use L1 if
necessary or point to the
illustration in the book -Listen to the audio again,put up their
2. PRACTICE hands whenthey hear a family wordand
6. Listen and find. Then sing. mime being happyor sad as they hear the
- Ask pupils to look at Activity 6 in words, then clap theirhands when they
their Pupil's Books. hearfun and mime cryingwhen they hear
-Get them to look at the scene. boo-hoo
Explain (in L1) that the boy on the
left is singing a song. - Look at Activity 7 in theirPupil's Books
-Play the audio. Pupils listen andpoint -Look at the faces and thenfind the hildren
to the family members asthey are in the mainsong illustration.-Draw a happy
mentioned. or sad mouthon each face according to
AUDIO SCRIPT – (CD1:45,46) whether the character ishappy or sad in the
I'm at the zoo with my family. mainillustration.
Brother, sister, dad and mum. -Check their answers with apartner by
It's fun, fun, fun. saying,
This is my mum. He's/She's happy/sad.
She's happy.
My dad is happy, too.
This is my sister. - Look at Activity 4 in theirActivity ooks.
She's happy, -Describe how the childrenfeel by saying,
But my brother is sad. Boo hoo! He's/She's
 79

I'm at the zoo with my family. happy/sad.

Brother, sister, dad and mum. -Listen to the audio, write atick or cross in
It's fun, fun, fun. the boxdepending on whether description
It's fun, fun, fun, fun, fun, fun, of each child iscorrect or incorrect
It's fun, fun, fun.
- At the end of the song ask, Is
Mum sad? (No, she's happy.) Is
Dad sad? (No, he's happy.) Point
to the brother and say, Is he -Look at Activity 5 in theirActivity Books.
happy? (No, he's sad.) -Read the words at the top ofthe activity
-Play the audio again. Pupils put up and trace them.
their hands when they hear afamily -Draw matching lines fromthe happy and
word and mime beinghappy or sad as sad icons tothe people in the picture who
they hear thewords. Teach the meaning are happy or sad.
of It's -Say, He's/She's happy/sad
fun! andboo-hoo! Pupils clap - Look through their books andfind
their hands when they hear fun pictures of characters thatare happy or sad.
and mime crying when they hear They show thepictures to the class. And
boo-hoo. say,
He’s/she’s happy/sad.
7. Find. Then draw and say: - Encourage pupils to sing the song at
- Ask pupils to look at Activity 7 in home for their families
their Pupil's Books.

-Pupils look at the faces and then find

the children in the main song
illustration.
-They draw a happy or sad mouth on
each face according to whether the
character is happy or sad in the main
illustration.

-Pupils check their answers with a

partner by saying, He's/She's
 80

happy/sad
Activity answer key:
1.Happy2.Happy3.Happy4.Sad
Do exercise AB page 20: Listen and
tick or cross.
- Ask pupils to look at Activity 4 in
their Activity Books.
-Ask pupils to describe how the
children feel by saying, He's/She's
happy/sad.
-Play the audio. Pupils write a tick or
cross in the box depending on whether
the description of each child is correct
or incorrect.
Activity answer key:
1.tick 2.cross3.cross4.tick
AUDIO SCRIPT – (CD1:47)
1.She's sad.
2.He's happy.
3.He's sad.
4.She's happy
Do exercise AB page 20:Trace. Then
match and say.
- Ask pupils to look at Activity 5 in
their Activity Books.
-Pupils read the words at the top of
the activity and trace them.
-They then draw matching lines
from the happy and sad icons tothe
people in the picture who arehappy or
sad.
-They say, He's/She's happy/sad
C. Consolidation (2-3’)
- Pupils look through their books and
 81

find
pictures of characters that are happy or
sad. They show the pictures to the
class.
And say, He’s/she’s happy/sad
- Encourage pupils to sing the song at
home for their families

******************************************************

WEEK 11
November 15th – November 19th
1a6,1a1,1a2 (15/11);1a5(16/11); 1a4(18/11)
Period 21: Week 10 (Prepared)

*************************************************************
1a1(16/11);1a6,1a5(18/11); 1a2,1a3(17/11)
Period 22: UNIT 3: MY FAMILY
Lesson 4
I. OBJECTIVES:
By the end of this unit pupils can:
- talk about family members, age and feelings.
- say the sounds /s/ and /z/.
II. LANGUAGE CONTENTS:
1. Target language:
- Seal, zebra.
2. Recycled language:
- Zoo
- Colours, Family members
- She’s (sad).
 82

III. TEACHING AIDS:

- Pupil’s book page 23
- Activity Book page 21
-Audio CD1 track 48, 49.
-Flashcards
-Active Teach Software
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up: (3-5’)
- Ask a few pupils, How old are you? - Listen and answer T’s question
Answer, I’m six. -Look at the picture and say
-Show the picture. Nominate a pupil
to say, He's seven. -Work in pairs and make a sentence
-Put pupils into pairs and pupils make for each set of pictures.
a sentence for each set of pictures. -Listen to T’s reviewing any words

-Return to the start and work through - Look at the lesson 4, listen and
the sentences as a class, reviewing answer T’s question torecognize the
any words that are difficult. lesson objectives.
B. New lesson: (28-30’)
Learning adventure:(2-3’)
- Have pupils look at the lesson 4 and
ask,What are we learning today? -Look at Activity 8 in their Pupil's
-Look at the lesson objectives: We're Books
talking about family, age and -Listen and answer T’s question
feelings and We're saying some
English sounds.
PRACTICE
8. Point and say. -Work in pairs find and point to
- Ask pupils to look at Activity 8 in differences in Photo 2.Pupils take
their Pupil's Books. turns to make sentences about each
-Ask pupils questions about the difference, e.g.She's
photos, e.g. Who's this? Is he/she seven/eight. He's happy/sad.
(happy)? Focus on the number It's red/blue. It's a
 83

badges worn by the children and ask, guitar/book

How old is he/she? Discuss (in L1) - Play a game in which theirpartner
why the children are happy/sad. guesses which photothey are talking
-Divide pupils into pairs. Pairs find about. One
and point to differences in Photo 2. pupil says, e.g. This is my(sister).
Pupils take turns to make sentences She's (seven).
about each difference, e.g.She's His/her partner points toPho to (1).
seven/eight. He's happy/sad. It's
red/blue. It's a guitar/book - Listen and say the sounds
- Pupils then play a game in which
their partner guesses which photo
they are talking about. One pupil - Look at the activity.
says, e.g. This is my (sister). She's -Listen to the audio and say which
(seven). His/her partner points to sound they can hear. Listen to the
Photo (1) audio again and repeat.
PPRESENTATION
- Remind pupils of the word six. Ask
pupils which sound they hear in the
word. Say the /s/ sound and ask
pupils to repeat after you.
-Do the same for the /z/ sound using
zoo
9. Listen and say: - Look at Activity 6 in theirActivity
- Show the activity on the screen. Books.
-Play the audio. Ask pupils which -Trace the letters s and z.
sound they can hear. Play the audio -Look, listen and say the /s/sound.
again and have pupils repeat.
AUDIO SCRIPT – (CD1:49) -Listen and match the pictures in the
sszz circle with the mascots of the same
s, s, s sound
z, z, z
s, z, s, z, s, z
Sally Seal, Sally Seal
sad, six
 84

Sally Seal
Zippy Zebra, Zippy Zebra
zoo
Zippy Zebra - Look at Activity 7 in theirActivity
Do exercise AB page 21: Trace. Then Books.
listen and match. -Count the number of sealsand zebras
- Ask pupils to look at Activity 6 in and write the number in the box.
their Activity Books. -Trace the words zebras and
-Pupils trace the letters s and z. seals
-Point to the number 7 and say seven.
Follow the line with your finger
from the 7 to the seal mascot and say - Look at the pictures, listen and
the /s/ sound. answer T’s question
-Play the audio. Pupils listen and
match the pictures in the circle with
the mascots of the same sound. -Give their answers
Activity answer key:
s = sister, six, seven, sad
z = zebra, zoo
Do exercise AB page 21:Count. Then
write and trace
- Ask pupils to look at Activity 7
in their Activity Books.
-Pupils count the number of seals
and zebras and write the number
in the box.
-They then trace the words zebras
and seals
Activity answer key:
1.6 seals 2.7 zebras
C. Consolidation:
- Ask pupils to look at the pictures.
Do
the first question together as a class.
 85

Pupils look at the pictures while you

play the audio and decide whether it
is a s (represented by the seal) or z
(represented by the zebra).
-Go through the answers as a class,
calling on different groups to give
you their answer. Review any
incorrect answers.
******************************************************
WEEK 12
November 22th – November 26th
1a4(22/11)
Period 22: Week 11 (Prepared)

*************************************************************
1a6,1a1 (22/11);1a5(23/11); 1a2,1a3(24/11);1a4(25/11)

UNIT 3: MY FAMILY
Period 23: Lesson 5
I. OBJECTIVES:
By the end of this unit pupils canunderstand a simple story and act out of
a story.
II. LANGUAGE CONTENTS:
1. Target language:
- This is my (dad).
2. Functionallanguage:
- Oh, dear! Can I help you?
- He’s a pilot
- She’s a teacher/doctor.
3. Values:
- The importance of family and friends.
III. TEACHING AIDS:
- Pupil’s book page 24
- Activity Book page 22
 86

-Audio CD1 track 50

-Flashcards
-Active Teach Software
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up: (3-5’)
- Ask pupils in L1 to remember the - Remember the story from
story from Unit 2 Possible questions: Unit 2, listen and answer T’s
Which characters are in the story? question.
What happens? Where are Harry and
Cody? (At school) Who else is there?
(Waldo) What classroom objects can
you remember from the story? (pen,
pencil, ruler, rubber, table, chair…) - Look at the lesson 5, listen
B. New lesson: (28-30’) and answer T’s question,
Learning adventure: then guess what they will be
- Have pupils look at the lesson 5 and learning in the lesson to
ask,What are we learning today? recognize the lesson
Ask objectives.
pupils to look at the image and guess
what they will be learning in the
lesson.
-Look at Activity 10 in their
Pupil's Books
- Look at the lesson objectives: We're -Pay attention to the story,
listening to a story and acting it out. listen and answer T’s
1. PRESENTATION questions
10. Listen to the story.
- Ask pupils to look at Activity 10 in
their Pupil's Books.
-Direct pupils' attention to the story
and answer questions about the
characters and the scenes: Who's this? - Predict what will happen in
(Harry). Ask pupils (in L1) what the story.
 87

occupations Harry's dad, mum and -Listen to the story and

aunt have (doctor, teacher, pilot). follow along in their books
Teach these words in English. Ask,
How old is Beth? (six)
-Ask pupils to predict what will
happen in the story.
-Play the audio. Ask pupils to listen to
the story and follow along in their
books
AUDIO SCRIPT – (CD1:50)
1.Photographer: Oh, dear!
Harry: Can I help you? - Look at the pictures, listen
2.Harry: This is my dad. He's a pilot. and answer T’s questions
Photographer: Oh!
3.Harry: This is my mum. She's a -Listen again and repeat the
teacher. words and phrases aloud
Photographer: Mmm!
4.Harry: This is my aunt. She's a
doctor. - Look at Activity 11 in their Pupil's Books
Photographer: Ooh!
5.Photographer: OK. And who's this? -Act out the roles, listen and repeat the lines
Harry: This is my sister. She's six...
Oh, -Say the lines from memory
and this is my friend, Waldo!
6. Harry: This is my family. -Work in groups of seven. To practise their
Waldo: Mmm. Nice family. roleplay.
- Check pupil's understanding of the
story by asking questions and pointing -Listen and speak along.other groups come
to the pictures, e.g. Who's this? How to the front to act out the story
old is she? Is he a (teacher)?
-After pupils have a clear -Listen to T’s feedback on their roleplay
understanding of the story, play the
audio again. Pause after each frame - Look at Activity 8 in their Activity Books
and encourage pupils to repeat the -Read the words and circlethe correct
 88

words and phrases aloud. picture accordingly

2. PRACTICE
11. Act out the story.
- Ask pupils to look at Activity 11 in
their Pupil's Books. - Look at Activity 9 in their Activity Books
-Invite a group of pupil volunteers to -Trace the words in Harry's speech bubble
act out the roles. Say the lines while -Colour the corresponding age badge below
the pupils act out the story and then
ask pupils to repeat them after you. - Look, listen and do the actions
-Encourage pupils to say the lines from as they listen
memory. You may wish to use props
for the roleplay. - Talk about occupations, bring
-Divide pupils into groups of seven. various photos of teachers,
Give groups time to practise their doctors, vets or pilots (cut from
roleplay. magazines) to make a poster
-Read the the lines again and ask
pupils to speak along. Ask other
groups of pupils to come to the front
to act out the story.
-You might like to give the pupils
feedback on their roleplay
Do exercise AB page 22
- Ask pupils to look at Activity 8 in
their Activity Books.
-Pupils read the words and circle the
correct picture accordingly
Do exercise AB page 22: Trace and
colour.
- Ask pupils to look at Activity 9 in
their Activity Books.
-They then colour the corresponding
age badge below
Activity answer key: 6
C. Consolidation
 89

- Create actions for the key words in

the
story, e.g. clap your hands for sister.
Explain in L1 that in the next lesson
pupils are going to talk about
occupations. Ask pupils to bring
various
photos of teachers, doctors, vets or
pilots
(cut from magazines) to make a poster.
******************************************************

1a1(23/11);1a6,1a5(25/11); 1a2,1a3,1a4(26/11)
UNIT 3: MY FAMILY
Period 24: Lesson 6
I. OBJECTIVES:
By the end of this unit pupils canname some common occupations.
II. LANGUAGE CONTENTS:
1. Target language:
- Doctor, teacher, pilot, vet
-He’s/She’s a (doctor).
2. Recycledlanguage:
-Family members
3. Receptive language:
- Is he/she a (vet)?
III. TEACHING AIDS:
- Pupil’s book page 25
- Activity Book page 23
-Audio CD1 track 51, 52
-Flashcards
-Active Teach Software
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 90

A. Warm up: (3-5’)

- Show the pictures and look at the - Look at the example for the
example for the first picture. first picture and say
Nominate a pupil to say, She's my
mum. -Work in groups, look and say
-Put pupils into groups. Point to a the sentence
word and then to a group and ask
them to say the sentence.
-Return to the start and work
through - Look at the lesson 6, listen
the sentences as a class, reviewing and answer T’s to question to
any words that are difficult. recognize the lesson
B. New lesson: (28-30’) objectives
Learning adventure: -Listen and answer T’s
- Have pupils look at the lesson 6 question
and
ask, What are we learning today? -Look at the poster and listen
Look at the lesson objective: We're
learning about jobs.
-Ask pupils what English words - Look, listen and learn the
they words
know for jobs, e.g. teacher, singer. -Listen and repeat the words
Write them on the board.
-Refer to the learning adventure -Guess which one the
poster and say, Great! You are flashcard is
already moving along your
learning -Imagine the world with no
adventure. doctors, listen and answer T’s
1. PRESENTATION to questions
- Teach the word vet by miming or
drawing some equipment on the
board.
-If you made flashcards, show them - Ask pupils to look at Activity 12
one by one, say the words and ask in
 91

pupils to repeat. their Pupil's Books.

-Hide one of the flashcards behind -Point to the pictures of the
your back and pupils guess which professions in turn and ask, Is
one it is (teacher? doctor?). he/she
-Ask pupils in L1 to imagine the a (vet)? Pupils answer yes or no.
world with no doctors. How would -Play the audio. Pupils listen and
life be different? What problems tick
would there be? Do the same with the photos as they hear them
other jobs. Which job do pupils
think
is the most important? vet, doctor,
teacher, pilot
2. PRACTICE -Look at Activity 13 in their
12. Listen and tick. Pupil's Books
- Ask pupils to look at Activity 12 -Draw and match the items (on
in the left) with each of the
their Pupil's Books. pictures of jobs (on the right).
-Point to the pictures of the They then talk about the
professions in turn and ask, Is pictures, e.g. She's a (vet)
he/she
a (vet)? Pupils answer yes or no. - Look at Activity 10 in their
-Play the audio. Pupils listen and Activity Books
tick - Look at the picture , listen and
the photos as they hear them answer T’s question
AUDIO SCRIPT – (CD1:51) -Listen and number the people
This is my dad. He's a doctor. in the picture
This is my mum. She's a pilot.
This is my mum. She's a vet.
This is my dad. He's a teacher - Trace the words under the
pictures
13. Draw and say:
- Ask pupils to look at Activity 13
in
their Pupil's Books.
 92

-Pupils draw and match the items - Look at Activity 11 in

(on their Activity Books
the left) with each of the pictures of -Match the two halves of
jobs (on the right). They then talk the pictures with the job
about the pictures, e.g. She's a words by drawing lines
(vet).
Do exercise AB page 23: Listen - Look at the picture, work in
and number. Then trace. groups and say the words
- Ask pupils to look at Activity 10
in
their Activity Books
- Point to the people in turn and
ask, Is
he/she a (doctor)?
-Play the audio. Pupils listen and
number the people in the picture

AUDIO SCRIPT – (CD1:52)

1 She's a pilot.
2 He's a doctor.
3 She's a teacher.
4 He's a vet
- They then trace the words under
the
pictures.
Activity answer key:
1d
2a
3b
4c
Do exercise AB page 23:Read and
match
- Ask pupils to look at Activity 11
in
 93

their Activity Books.

-Pupils match the two halves of the
pictures with the job words by
drawing lines.
Activity answer key:
1 doctor 2 vet 3 pilot 4 teacher
C. Consolidation
- Show the activity on the board
and
look at the example for the first
picture. Nominate a pupil to say,
Teacher. Put pupils into groups.
Point to a word and then to a group
and ask them to say the word.
(Teacher, pilot, doctor, vet)
-Return to the start and work
though
the words as a class, reviewing any
words that are difficult.

WEEK 13
November 29th – December 3rd
1a1;1a2;1a3;1a4;1a5;1a6 (30/11)

Period 25: First Semester Test

******************************************************
1a1(30/11);1a6,1a5(2/12); 1a2,1a3,1a4(3/12)
Period 26: UNIT 3: MY FAMILY
Lesson 7
C. OBJECTIVES:
 94

By the end of this unit pupils canname some common occupations.

II. LANGUAGE CONTENTS:
1. Target language:
- Doctor, teacher, pilot, vet
-He’s/She’s a (doctor).
2. Recycledlanguage:
-Family members
3. Receptive language:
- Is he/she a (vet)?
III. TEACHING AIDS:
- Pupil’s book page 25
- Activity Book page 23
-Audio CD1 track 51, 52
-Flashcards
-Active Teach Software
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up: (3-5’)
- Show the pictures and look at the - Look at the example for the
example for the first picture. first picture and say
Nominate a pupil to say, She’s my
mum. -Work in groups, look and say
-Put pupils into groups. Point to a the sentence
word and then to a group and ask
them to say the sentence.
-Return to the start and work
through - Look at the lesson 6, listen
the sentences as a class, reviewing and answer T’s to question to
any words that are difficult. recognize the lesson
B. New lesson: (28-30’) objectives
Learning adventure: -Listen and answer T’s
- Have pupils look at the lesson 6 question
and
ask, What are we learning today? -Look at the poster and listen
 95

Look at the lesson objective: We’re

learning about jobs.
-Ask pupils what English words - Look, listen and learn the
they words
know for jobs, e.g. teacher, singer. -Listen and repeat the words
Write them on the board.
-Refer to the learning adventure -Guess which one the
poster and say, Great! You are flashcard is
already moving along your
learning -Imagine the world with no
adventure. doctors, listen and answer T’s
1. PRESENTATION to questions
- Teach the word vet by miming or
drawing some equipment on the
board.
-If you made flashcards, show them - Ask pupils to look at Activity 12
one by one, say the words and ask in
pupils to repeat. their Pupil’s Books.
-Hide one of the flashcards behind -Point to the pictures of the
your back and pupils guess which professions in turn and ask, Is
one it is (teacher? Doctor?). he/she
-Ask pupils in L1 to imagine the a (vet)? Pupils answer yes or no.
world with no doctors. How would -Play the audio. Pupils listen and
life be different? What problems tick
would there be? Do the same with the photos as they hear them
other jobs. Which job do pupils
think
is the most important? Vet, doctor,
teacher, pilot
2. PRACTICE -Look at Activity 13 in their
12. Listen and tick. Pupil’s Books
- Ask pupils to look at Activity 12 -Draw and match the items (on
in the left) with each of the
their Pupil’s Books. pictures of jobs (on the right).
 96

-Point to the pictures of the They then talk about the

professions in turn and ask, Is pictures, e.g. She’s a (vet)
he/she
a (vet)? Pupils answer yes or no. - Look at Activity 10 in their
-Play the audio. Pupils listen and Activity Books
tick - Look at the picture , listen and
the photos as they hear them answer T’s question
AUDIO SCRIPT – (CD1:51) -Listen and number the people
This is my dad. He’s a doctor. in the picture
This is my mum. She’s a pilot.
This is my mum. She’s a vet.
This is my dad. He’s a teacher - Trace the words under the
13. Draw and say: pictures
- Ask pupils to look at Activity 13
in
their Pupil’s Books.
-Pupils draw and match the items
(on - Look at Activity 11 in
the left) with each of the pictures of their Activity Books
jobs (on the right). They then talk -Match the two halves of
about the pictures, e.g. She’s a the pictures with the job
(vet). words by drawing lines
Do exercise AB page 23: Listen
and number. Then trace. - Look at the picture, work in
- Ask pupils to look at Activity 10 groups and say the words
in
their Activity Books
- Point to the people in turn and
ask, Is
he/she a (doctor)?
-Play the audio. Pupils listen and
number the people in the picture

AUDIO SCRIPT – (CD1:52)

 97

1 She’s a pilot.
2 He’s a doctor.
3 She’s a teacher.
4 He’s a vet
- They then trace the words under
the
pictures.
Activity answer key:
1 d;2 a;3 b;4 c
Do exercise AB page 23:Read and
match
- Ask pupils to look at Activity 11
in
their Activity Books.
-Pupils match the two halves of the
pictures with the job words by
drawing lines.
Activity answer key:
1 doctor 2 vet 3 pilot 4 teacher
C. Consolidation
- Show the activity on the board
and
look at the example for the first
picture. Nominate a pupil to say,
Teacher. Put pupils into groups.
Point to a word and then to a group
and ask them to say the word.
(Teacher, pilot, doctor, vet)
-Return to the start and work
though
the words as a class, reviewing any
words that are difficult.
******************************************************
WEEK 14
 98

December 6th – December 11th

1a5(6/12); 1a1(7/12); 1a3(8/12); 1a4(9/12); 1a2(10/12); 1a1(11/12);
Period 27: UNIT 3: MY FAMILY
Lesson 8
I. OBJECTIVES:
By the end of this unit pupils canuse what I have learnt in Unit 3.
II. LANGUAGE CONTENTS:
1. Recycled language:
- Family members, Occupations
-He’s/ She’s a (teacher).
2. Receptive language:
- Who’s this?
-Is he/she a (teacher)?
III. TEACHING AIDS:
1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software
2. Student’s preparation: Students’ aids: books, notebooks, computers or smart
phone
IV. PROCEDURES:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Warm up: (3-5’)
- Show the homemade flashcards - Look at the flashcards of
of occupations, listen and
occupations one by one. Ask, Is answer T’s questions
she/he a vet? -Look at the picture and
-Tell the class to remember the remember the family
family members. When T indicates
members, and show the picture. the missing family member,
Indicate the missing family remember who it was
member,
and ask if anyone can remember - Look at the lesson 8, listen
who and answer T’s question, then
it was (grandad). Continue look at the images and guess
through what they will be learning in
the picture as a whole class activity the lesson to recognize the
 99

B. New lesson: (28-30’) lesson objective

Learning adventure:(2-3’)
- Have pupils look at the lesson 8
and - Look at Activity 16 in their
ask, What are we learning today? Pupil's Books
Ask pupils to look at the images -Look at the pictures, listen
and and answer T’s questions
guess what they will be learning in questions about the pictures
the lesson. at the top and bottom of the
-Look at the lesson objective: maze
We're -Trace paths through the maze
playing a game about jobs to find out which job each of
PRACTICE the family members does.
16. Find and circle. -Circle the correct job for
- Ask pupils to look at Activity 16 each family member.
in -Check the answers in pairs,
their Pupil's Books. then around the whole class.
-Ask questions about the pictures Ask, Is (mum) a (vet)? Elicit
at answers, e.g. No, (s)he's a
the top and bottom of the maze, (doctor)
e.g. - Look at Activity 17 in their
Who's this? (mum, dad, granny, Pupil's Books
grandad) -Look at the photos of the boy
-Ask pupils to trace paths through and girl, guess which family
the member the girl is thinking
maze to find out which job each of about
the family members does. -Tell you which job mum
-Pupils then circle the correct job does, She's a doctor. Ask
for pupils to continue in pairs.
each family member. -Look at the pictures and tell T
-Check the answers in pairs, then which job mum does, She's a
around the whole class. Ask, Is doctor, then continue in pairs.
(mum) a (vet)? Elicit answers, e.g.
No, (s)he's a (doctor).
 100

Activity answer key:

1a2b3b4a - Look at the picture and say,
17. Listen. Then say and play: then listen and repeat the
- Ask pupils to look at Activity 17 sentences.
in -Draw and colour their family.
their Pupil's Books.
-Ask pupils to look at the photos of -Finish their pictures, they can
the boy and girl. Tell them they are take turns to stand at the front
playing a guessing game. Ask them and tell the other pupils about
which family member the girl is their family, talking about
thinking about (mum). their family member’s names,
-Say, This is my mum. Ask pupils ages and occupations
to
tell you which job mum does, - Tell pupils that for homework
She's a they
doctor. Ask pupils to continue in will check and review what they
pairs. learnt in the Unit
-Play the audio to give pupils an -Look at each picture and if
idea they can remember the word
of the language they will need. for it, they can drag it into the
AUDIO SCRIPT – (CD1:54) I know box. If not, they
Girl: This is my mum. She's a should drag it into the I don't
doctor. know box.
Boy: One -Revise some key vocabulary
GAME: My family show and tell from the unit using the
- Ask the class to look at the flashcards. They should try to
picture. remember the word for each
Nominate a pupil to say, This is card, then click on it to see
my the answer.
dad. He's a doctor. Have the class -Repeat the What I Know
repeat the sentences. activity and see how many
-Give pupils a piece of drawing more words they can
paper remember this time, then drag
and ask them to draw and colour all the pictures into the I know
 101

their family. box

-Once pupils have finished their
pictures, they can take turns to
stand
at the front and tell the other pupils
about their family, talking about
their
family member’s names, ages and
occupations.
C. Consolidation
- Tell pupils that for homework
they
will check and review what they
learnt in the Unit.
-What I Know: Pupils look at each
picture and if they can remember
the
word for it, they can drag it into the
I
know box. If not, they should drag
it
into the I don't know box.
-Let's Review: Pupils revise some
key
vocabulary from the unit using the
flashcards. They should try to
remember the word for each card,
then click on it to see the answer.
-Having reviewed the words,
pupils
repeat the What I Know activity
and
see how many more words they
can
 102

remember this time. You could

suggest that they look back at the
unit and revise the vocabulary until
they can drag all the pictures into
the
I know box

*******************************************************
1a5(6/12); 1a1(7/12); 1a3(8/12); 1a4(9/12); 1a2(10/12); 1a1(11/12);
Period 28: UNIT4: MY BODY-LESSON 1

I.Learning objectives
• Can name some commonbodyparts
II. Learning language
1.Targetlanguage

• Arms, body,feet, hands, head, legs

2.Recycled language

• Colours

3.Receptivelanguage

• Look at me!
• Look at my(head)!
• What colouris it/arethey?
III. Teaching aids:
Resources and Materials

1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software

2. Student’s preparation: Students’ aids: books, notebooks, computers or smart
phone
 103

IV. Procedures:
TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES
I.Introduction. • Listen, singthe songfrom Unit
1.Warm up (5) 3 and pointto the
Playthe songfrom Unit3. Pupils listen, familymembers as theyare
singand pointto thefamily members as mentioned, then listen and
theyarementioned. Ask various pupils,How answer T’s question
old are you? I'm (six). • Reviewthe newwords they learnt
• Ask pupils to remember thenew words in Unit 3and say •Look at thelesson
theylearnt in Unit 3. Writethe words on 1, listen
theboardas theyaresaid. and answer T’s questions
AUDIO SCRIPT–(CD1:45) I'm at the
zoo with myfamily Brother, sister, dad
and mum. It's fun, fun, fun.
This is my mum She's happy
Mydad is happytoo This is
mysister She's happy
But mybrother issad
I'm at the zoo with myfamily Brothers,
sister, dad and mum. It's fun, fun, fun.
It's fun, fun, fun, fun,fun,fun • Look at theposter andlisten
It's fun, fun, fun. • Payattention to T’s
2.Learning adventure (2) demonstration
Havepupils look at thelesson 1 and ask,What
arewelearning today? Look at thelesson
objective:We're learning body words.
• Ask pupils what bodywords they know,
e.g.hands, feet. Writethem on the board.
 104

• Playthe audio. Pupils listen and • Listen and pointto each item in
point to each item in the main themain illustration as it
illustration as itis mentioned. is mentioned.
2.Listenand say.(5)
• Ask pupils to look at • Look atActivity3 in their
Activity3 in theirPupil's Pupil's Books
Books. Look at the smallpictures at the
• Focus on thesmall pictures at the bottom of thepage, find the bodyparts
bottom of thepage. Askpupils to in themain picture and to
find the bodyparts in themain saywhichtoy theybelongto
picture and to saywhich • Listen and pointto thebody
toytheybelongto (Harry's robot). parts.
• Playthe audio. Pupils listen and
point to thebodyparts.
AUDIO SCRIPT–(CD2:2)
body, head, hands, arms,feet, legs • Listen, pointto thebody parts
• Playthe audioagain. Pupils listen, and repeat thewords
pointto thebodyparts and repeat
the words.
3.Trace. Then number.(5) • Look atActivity1 in their
• Ask pupils to look at Activity1 ActivityBooks
in theirActivityBooks. • Read the text labels and say the
• Pupils read the text labels and bodyparts, then tracethe words.
saythe bodyparts, then
tracethewords. • Write the correct number next to
• Pupils then writethe correct each silhouette that corresponds
number with each part of the body.
next to each silhouette that • Listen and saythe part ofthe
corresponds with each part bodythat corresponds with it
ofthe body.
• Check pupils'answers bycallingout
anumber and havepupils saythe • Look at theactivityon the
part of thebodythat corresponds board and namethe body part
with it. • 5 volunteer pupilslineup at the
 105

Activityanswer key: board, listen and saythe word

1e 2f 3b 4d 5c 6a
IV. Pop quiz (5)
Saythebodyparts.
• Show the activityon theboard • Listen toallwordsand line up at
and nominate apupilto thescreen
namethe bodypart (Body!).
• Ask for 5 volunteer pupils and
ask them to line up at
theboard. Then go through
thewords andask pupils to
saythe word. Checkthe Review some common body parts
flashcard toconfirm theanswer.
• Once allwords havebeen said,
ask anothergroup ofpupils to
line up at thescreen andgo
through
theactivityagain.
body, head, arms, legs, hands, feet
V. Homelink
Review some common body parts

*******************************************************

WEEK 15
December 13th – December 18th
1a5(13/12); 1a1(14/12); 1a3(15/12); 1a4(16/12); 1a2(17/12); 1a1(18/12)
Period 29: UNIT4: MY BODY -LESSON2

I.Learning objectives

• Can talk about parts of thebody

II.Language contents:
1.Targetlanguage
 106

• Tail, wings
• I’vegot (green)(arms).

2.Recycled language

• Bodyparts, Colours, Numbers

3.Receptivelanguage
• What colouris it?
• What colour arethey?
III.Teaching aids
Resources and Materials

1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software

2. Student’s preparation: Students’ aids: books, notebooks, computers or smart
phone
IV.Procedures
TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES
I.Introduction • Look at the pictureof body
1. Warm up(5) and say, then pointat their
Show thepictureof bodyand look at feet and say
the exampleforthe firstpicture.
Nominate apupilto say,(Feet!) and
have allthe pupils point at
theirfeet and say,feet. • Listen to T’s instructionand
• Playagame to remind pupils the playgame
parts ofthe body. Say,Touch your • Look at thelesson 2, look at
feet!Havepupiltouch their feet the image andguess what
and saytheword. (can do inpair) theywillbelearningin the
2. Learning adventure(2) lesson to recognize the lesson
Havepupils look at thelesson 2and objective
ask,What arewelearning today? Ask • Look at T’s demonstration
pupils to look at theimageand guess and repeat
 107

what theywillbelearningin the lesson.

• Look at thelesson
objective:We're talking • Look at T’s demonstration
aboutparts of thebody. and listen to T.
II. Presentation(5)
Show pupilsyour handsand
say, I’vegot hands.
Useotherparts of your bodyand
pupils repeat.
• Drawamake-believecreatureon the
board. You willneed to do this in
colour, soyou maywishto stick a
largesheet of paper (A3)on the
board and usecolouredmarkers to
do this. Giveyourcreaturea zany
name, e.g.Zazaboo. Say,I’m a
Zazaboo.Start bydrawinga(blue)
head and say,I’vegot
a(blue)head. Continuewith
various parts ofthe body.
Describeeach partin first person
asyou draw it, saying,I’ve got
(yellow)(arms).
• Now add wings andatailand label. • Listen andanswer T’s
Pointto thewords and saythem question.
each several times. Ask pupils
which Family Island characterhas
got • Look atActivity4 in their
wingsandatail(Waldo). Pupil's Books.
III. Chant • Listen to achant
1.Listenand chant.(5)
• Ask pupils to look at Activity4
in theirPupil's Books.
• Tellpupils (inL1) that theyare
 108

goingto listen to a chantsaid • Listen andfind the

byone of the characters. character who is saying the chant
• Playthe audio. Pupils listen and
find the character who is
sayingthechant (Waldo).
AUDIO SCRIPT–(CD2:03) • Look, listen and repeat
I'vegot green arms. I'vegot green
hands. I'vegot green legs.
I'vegot green feet.
I'vegot green wings.
I'vegot a green tail.
I'vegot a green head
But nowit's red!
IV. Practice
Say.Lookat therobot’sbody. Ask,
What color is it?(blue).SayBlue • Work in pairs and make
body. Then say, Lookat therobot’s sentencesabout bodyparts
feet.What colour are they? Elicit, startingwithI'vegot....
Blackfeet. Repeat with otherbody
words.
• Put pupils in pairs and havethem
makesentences about bodyparts • Look atActivity5in their
startingwithI'vegot.... Review as Pupil's Books
a class. • Look at the pictures at the
1.Listenand circle. Thensayand play. bottom of thepage, thento
Say.(5) listen first.
• Ask pupils to look at
Activity5in theirPupil's Books.
• Focus on thepictures at
thebottom of thepage.
Playtheaudio and ask pupils to
listen first.
• Playthe audioagain andask
pupils to circle the correct
 109

monster.
• Then ask pupils to repeat the
sentencesafteryou. Theycan
play the game in pairs.
Activityanswer key: 3
2.Listenand sing.(5)
• Ask pupils (L1) to rememberthe
Quest items from • Listen tothe audio againand
theWelcomeUnit, which the circle thecorrect monster.
characters haveto find. Ask them • Listen andrepeat the
to guess whichitem could befound sentences, then playthegame in
here. pairs
• Playthe Quest song. Pupils listen
for the Quest item.
• Pupils then look at themain
sceneto find the Quest item (the
teddy).
• Ask pupils to turn to thestickers
at the back of their books.
Theyfind the sticker ofthe
teddyand stick in into the
correct placeonpage29, • Remember theQuest items
over thegreyteddybearon the right. from theWelcomeUnit,
guess which item could be
foundhere
• Playthe audioagain andask
pupils to singthe Quest song.
3.Trace. Thenfind and circle.(5) • Listen for theQuest item
• Ask pupils to look at Activity2
in their ActivityBooks.
• Pupils tracethe words intheirbooks.
Theythen circle the correct
drawing in each line.
Activityanswer key:
 110

1 feet2 wings 3 tail

4,Read and colour.
• Ask pupils to look at Activity3
in theirActivityBooks. • Look at themain sceneto find
• Pupils read the descriptionsin the the Quest item
speech bubblesand colour thebody • Turn to thestickers at the
parts accordingly. back of their books. Theyfind
• You could also add afewother the sticker ofthe teddyand
instructions forpupils to colour, e.g. stick in into the correct place
I'vegot yellow feet. I'vegot a pink on page29, over thegrey
head. teddybear on theright.
V. Pop quiz(5) • Listen tothe audioagainand
Show the activityonthepictures and singthe Quest song.
make an exampleforthefirst
picture. Nominateapupilto say,I've
got legs. Pointthrough thepicture and • Look atActivity2 in their
callon pupils to makeasentence for ActivityBooks
each picture. • Tracethe words in their
• Return to thestart and work books. Theythen circlethe correct
through the sentencesas a class, drawingin each line.
reviewing anywords that
aredifficult.
VI. Home link • Look atActivity3 in their
Review parts of body ActivityBooks
• Read the descriptions in the
speech bubblesand colour the
bodyparts accordingly.
• Listen to T’s instructionsand
colour
• Look at the pictures, listen to
T’s example and say, then
makeasentenceforeach picture
 111

Review parts of body

*******************************************************
 112

1a5(13/12); 1a1(14/12); 1a3(15/12); 1a4(16/12); 1a2(17/12); 1a1(18/12)

Period 30: UNIT4: MY BODY -LESSON3

I.Learning objectives

• Can saymorebodywords
• Can follow asimple song
II. Language contents
1.Targetlanguage

• Click, wiggle
• Fingers, toes

2.Receptivelanguage

• Howmany(feet)?
• What colouris it?
• What colour arethey?
• Has itgot (blue) (hands)?

3.Recycled language

• Bodyparts, Colours, Numbers 1-10

• Clap, stamp
• I’vegot (eight) hands.
III. Teaching aids
Resources and Materials

1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software

2. Student’s preparation: Students’ aids: books, notebooks, computers or smart
phone
IV. Procedures:
 113

TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES

I. Introduction
1.Listen, chant and point.(5)
• Tellpupils that theyaregoingto listen tothe • Listen to the chant about
chant about bodyparts. Playthe audio. Pupils bodyparts and pointto the
point to the bodyparts when theyhear them in bodyparts when theyhear them
the chant. Playoncemore and havepupils chant in the chant, then chant along
along.
 114

I'vegot green hands.

I'vegot green legs. I'vegot
greenfeet. I'vegot green wings.
I'vegot a green tail. I'vegot a
green head But nowit's red!

2.Learning adventure (2) • Look at the lesson 3,listen and

Havepupils look at the lesson 3and ask,What answer T’s questionto recognize
arewelearning today? Look at thelesson the lesson objective
objective:We're learning morebodywords.
• Ask pupils what bodywords theycan
remember,e.g.feet, hands. Write them on the
board.
• Refer to thelearningadventureposter and
say,Great!You
II. aremoving along your learning
Presentation (5) • Payattention to T’s
Introducethewordsfinger(s) and toe(s). Show demonstration and repeat
ormove oneofyour fingers and
say,I'vegotonefinger. Nowshow ormove allten
fingers and say,I'vegot ten fingers.,emphasising
the /z/ sound at the end ofthe word.
Nowindicateyour toesand say,I've got ten toes.
• Continuewith other parts ofthe body.
Say,I'vegot(two) (legs). Pupils repeatand show
III. Song
ormovetheir(legs).
1.Listenand find.(7)
• Ask pupils to look at Activity6 in • Look atActivity6 in their
theirPupil's Books. Pupil's Books.
• Focus on thepictures of themonsters. • Look at thepictures of the
Ask, How manymonsters? (Four.) monsters, listen and answer T’s
• Pointto individual monsters and ask,How questions
manyhands/ fingers/toes/feet has it got?What
 115

• Playthe audio. Pupils listen to each verse • Listen to each verse andfind
andfind each monsterin the picturethat each monsterin thepicture that
itdescribes. itdescribes

AUDIO SCRIPT– CD2:06, 07

• I'vegot two hands.
Clap, clap, clap. Clap your
hands, Clap your hands.
• I'vegot two feet.
Stamp, stamp, stamp. Stamp your
feet, Stamp your feet.
• Clap, stamp, clap, stamp.
Clap your hands and stamp your feet. Clap,
stamp, clap, stamp.
Clap your hands and stamp your feet.
• I'vegot eight fingers.
Click, click, click. Click your
fingers, Click your fingers.
• I'vegot eight toes.
Wiggle, wiggle, wiggle. Wiggleyour
toes, Wiggleyour toes.
• Click, wiggle, click, wiggle.
Click yourfingers and wiggle your toes.
Click, wiggle, click, wiggle.
Click your fingers and wiggle your toes.

IV.Practice
1.Match and count.Say.(5)
 116

theirPupil's Books. Pupil's Books

• Pupils match the two halves ofthe monsters. • Match thetwo halves ofthe
• Theythen count thenumber of different monsters.
bodyparts eachmonsterhas and • Count thenumberof different
makesentences,e.g.I'vegot (three) (feet). bodyparts each monsterhas
Activityanswer key: and make sentences
1b 2d 3a 4c
2.Countand trace. Thenwriteand say.(5)
• Ask pupils to look at Activity4 in
theirActivityBooks. • Look atActivity4 in their
• In pairs, pupils count up thenumber of ActivityBooks
bodyparts and writethe numbers in theboxes • Work in pairs to count up the
at theside ofthe page. numberof bodyparts and
writethe numbers in the boxes at
theside ofthe page
• Pupils then tracethe words and describethe • Tracethe wordsand describe the
monster saying,I'vegot (three)(legs). monster saying,I'vegot (three)
Activityanswer key: (legs).
8 fingers, 2 arms, 3 legs,6 toes, 3 feet

3.Listenand say Yes or No.(5)

• Ask pupils to look at Activity5 in
theirActivityBooks.
• Playthe audio. Pupils listen and say YesorNo
if thesentenceis trueor false. • Look atActivity5 in their
Activityanswer key: ActivityBooks
1 Yes2 No 3 Yes 4No 5Yes • Listen and sayYes orNo if the
sentenceis trueor false.
 117

IV. Pop Quiz (3) • Listen andanswer T’s question,

Ask pupils,How manywords for then tell their partner thenew
bodyparts do you know?Givethem a minute to words they know
tell their partner thenew words theyknow. • Saythe sentence, lookat the
• Nominateapupilto say,I'vegot two legs. Click picture and check
on the pictureto check with the audio.
Put pupils into pairs, pupils makea
sentenceforeach picture.Return to the start
and work through the sentencesas a
class,reviewing any words that aredifficult.
V.Homelink
Review morebodywords
*******************************************************
WEEK 16
December 20th – December 25th
1a5(20/12); 1a1(21/12); 1a3(22/12); 1a4(23/12); 1a2(24/12); 1a1(25/12)
Period 31: UNIT4: MY BODY -LESSON 4

I.Learning objectives

• Can describebodies
• Can saythesounds /h/ and /g/
II. Language content
1.Targetlanguage

• Hippo, game,gorilla

2.Recycled language

• Guitar
• Bodyparts, Numbers
• I’vegot (one) (head).
 118

3.Receptivelanguage

• Howmanyhands has itgot?

III. Teaching aids:
Resources and Materials

1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software

2. Student’s preparation: Students’ aids: books, notebooks, computers or smart
phone
IV.Procedures:
TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES
I.Introduction Look at thedrawing action on the
1. Warm up (3) board and listen, then draw the
Do adrawing action on the board and body parts.
say,I’ve got two head.Invite pupils to
draw the body parts.
2.Learning adventure
Have pupils look at the lesson 4 and • Look at the lesson 4, listen
ask,What are we learning today? Ask and answer T’s question, then
pupils to look at the image and guess look at the image and guess what
what they will be learningin the lesson. they will be learning in the lesson
• Look at the lesson to recognize the lesson objectives.
objectives:We're talking about bodies.
And We're saying some English sounds.
II. Practice
1.Listenand number.(5)
• Ask pupils to look at Activity8 in • Look atActivity8 in their
theirPupil's Books. Pupil's Books
• Ask pupils questions about the • Listen andanswer T’s
monsters in thephoto, e.g.How questions
many(legs)?What colour isit/are
they?
• Playthe audio togive pupils an idea
 119

of thelanguagetheywillneed to
playthegame. • Listen tothe audioto take the
• Pupils number which creaturethey ideaof thelanguagetheywill
hear beingdescribed. need to playthegame
Activityanswer key: • Number which creature
monster on left 2 they hear being described
monsteron right 1
2.Playthegame. Say.(5) • Turn to theUnit 4 Cutouts on
• Ask pupils to turn to theUnit 4 page75 ofthe Pupil's Book.
Cutouts on page75 ofthePupil's
Book.
• Pupils cut the page into nine pieces • Cut thepageinto nine pieces
as indicated by the dotted lines. as indicated bythe dotted
lines.
• Listen and put together the
• Theythen say,I'vegot onehead, correct monster. Do this
fivearms and sixlegs. Ask pupils to again with a different
put together the correctmonster. Do description
this again with a different
description. • Work in pairs. Each pupil
• Pupils continuein pairs. Each combines threeof their cut out
pupil combines threeof their cut out pieces to make a monster,
pieces Without letting their partner see it.
to makeamonster, without letting Pupils then describe their
theirpartner seeit. Pupils then monsters to their partner, using
describetheirmonsters to their partner, I'vegot... . Their partner has to
usingI'vegot... .Their partner has to make the same monster
makethe same monster.
III.PHONICS
1.Listenand say.(3)
• Playthe audio.Pauseafter thefirst
threelines. Ask pupils which sounds • Listen and saywhich
theycan hear (/h/and /g/). Playthe sound theycan hear, then listento
first threelines again andhave the audio again andrepeat.
 120

pupils repeat.
2.Listenand say.(5)
• Playthe audioand pointto the sounds. • Listen tothe audioand point
Playthe audio again and ask pupils to to thesounds, then listenthe
saythe words. audio again and saythe
words.

AUDIO SCRIPT– CD2:10

h
HarryHippo head
hands • Listen tothe audioand point
to the sounds, then listen
the audio again and saythe
Listenand say. words.
• Playthe audioand pointto the sounds.
Playthe audio again and ask pupils to
saythe words. • Look at thefirst picture
Listenand say. and say
• Focus on thefirst picture.Indicate • Listen andrepeat the
the hippo and say, e.g.Look, a phrase.
hippo!
• Playthe audio. Playtheaudio again,
and havepupils repeat thephrase.
• Moveon to thenext screen. Focus on • Look at the second picture
the second picture.Indicate the and say
gorilla and say, e.g.Look, a gorilla!
• Playthe audio. Playtheaudio again
and have pupils repeat.
3.Trace. Then listen and circle.(5) • Listen theaudio again and
• Ask pupils to look at Activity6 repeat
in their ActivityBooks.
• Pupils tracethe letters hand g.
• Theythen look at the pictures on
eachcharacter's card andlisten
 121

tothewords. Theycirclethe
words that start with thesame • Look atActivity6 in their
initial sound as the mascot (/h/ ActivityBooks
hippo, /g/ gorilla). • Tracethe letters h andg.
Activityanswer key: • Look at thepictures on
h head, hands g eachcharacter's card and
guitar,game listen to thewords. They
Draw. Then traceand say. circle thewords that start
• Ask pupils to look at Activity7 with thesame initial
in their Activity Books. sound as the mascot (/h/
• Pupils draw over theitems to hippo, /g/ gorilla).
complete the pictures.
• Theythen tracethe words
I. Pop quiz.Listenand choose.(5)
• Ask pupils to look at thepicture. • Look atActivity7 in their
Do thefirst question together as a ActivityBooks
class. Pupils look at the • Draw over theitems to
pictures whileyou playthe audio complete thepictures.
and decidewhetheritis ag • Tracethe wordsand say
(represented bythegorilla)orh them
(represented bythe hippo).
• Put pupils into groups and ask
them to work out the answers. • Look at thepictures and
Givepupils aminute to decide payattention to T’s
the answer,and then click demonstration
through to thenext screen.
• Go through the answers as a
class, calling on different groups to
giveyou their answer.Review any
incorrect answers.
 122

• Work in groups to work

out the answers, then decide
theanswer together

******************************************************
1a5(20/12); 1a1(21/12); 1a3(22/12); 1a4(23/12); 1a2(24/12); 1a6(25/12)
Period 32: UNIT4: MY BODY –LESSON 5

I.Learning objectives

• Can understand asimplestory

• Can act outastory
II. Language content
1.Functionallanguage

• What’s this?
• A teddybearforyou.
• Thankyou.
• Uh-oh! Help!

2.Values

• Theimportanceof cleanliness to good health

3.Targetlanguage

• I’vegot (two)legs.
III. Teaching aids:
Resources and Materials

1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software

 123

2. Student’s preparation: Students’ aids: books, notebooks, computers or smart

phone
IV. Procedures:
TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES
I.Introduction. • Remember pupils of the storyfrom
1. Warm up (5) Unit 3, listen and answer T’s questio
Remind pupils of thestoryfrom Unit • Listen the next questionand theirhan
3. Then look at the questions and ask,Who is in if theycan tell you anythingabout the
thestory?Nominate apupil to answer (Harry, a story.
photographer and Waldo.).
• Moveon to thenext question and
havepupils raise their hands if they can • Revise thebodyparts vocabulary
tellyou anythingabout thestory. • Look at thelesson 5, listen and
• Revise thebodyparts vocabulary. answer T’s question, then look at the im
2.Learning adventure(2) and guess what theywillbe
Havepupils look at thelesson 5and ask,What learningin thelesson to recognize
are we learning today?Ask pupils to look at the the lesson objectives
image and guess.
what theywillbelearningin the
lesson.
• Look at thelesson objectives:We're
listening to a storyand acting itout.
II. Presentation
1.Listento thestory. Read.(7)
• Ask pupils to look at Activity10 in
theirPupil's Books.
• Direct pupils' attention to thestory
andask questions about the characters and
the scene:Who's this?What colour is it?
How many(heads)? What's this?
• Remind pupils of theword teddybear or • Look atActivity10 in their
teach it. Ask pupils if theyhavea favourite Pupil's Books
teddybearandto describeit (inL1 if • Payattention to thestory, listen and
necessary). answer T’s questions
 124

• Ask pupils to predict what will

happen in thestory.
• Playthe audio. Ask pupils to listen to the
storyand follow alongintheir books. • Describeafavouriteteddy bear if they
have it

• Predict what will happenin the story.

• Listen to the story and follow along
in their books.
 125

III. Practice:
1.Yes or No?(3)
• Check pupils'understandingof the story. • Understand the story
• Show thefirst pictureonthe screen.
Read through the statement and ask: Yesor
No? Elicitanswers from differentstudents in • Look at thefirst pictureon the
aclass discussion or ask forashow ofhands. screen, listen and answer
• Repeat with the secondand third pictures.
Activityanswer key:
1 Yes
2 No
32.Act
Yes out thestory.(5)
• Ask pupils to look at Activity11 in
theirPupil's Books. • Look atActivity11 in their
• Inviteagroupof pupilvolunteers to act outthe Pupil's Books
roles. Saythelines while the pupils act • Act outthe roles, listen and
outthe storyand then ask pupils to repeat repeat thelines
themafteryou.
• Encouragepupils to saythelines from
memory.You maywish to useprops forthe
roleplay. • Saythe lines from memory
• Divide pupils into groupsof seven.
Givegroups timeto practise their roleplay.
• Read the lines againandask pupils to speak
along. Ask othergroupsof pupils to cometo
thefront to act out the story. • Work in groups ofsevento
You might
3.Draw andliketo
tick givethe pupils feedback on
or cross.(5) practisetheirroleplay
• Ask pupils to look at Activity8 in
theirActivityBooks. • Look atActivity8 in their
• Pupils tracethe dotted lines to reveal ActivityBooks
 126

the teddybear. revealtheteddybear.

• Theythen read the sentences alongside • Read the sentences alongside
theteddybear.Theyputa tick next to the theteddybear. Theyputatick
sentences which are correct and across next next to the sentences which
to the sentences which areincorrect. are correct and a cross next to
Activityanswer key: the sentences which are
1 tick2 cross 3 tick incorrect

Listenand draw.Then say.

• Ask pupils to look at Activity9 in • Look atActivity9 in their
theirActivityBooks. ActivityBooks
• Playthe audio. Pupils complete the • Listen andcomplete the
pictureof theteddybear by drawingthe pictureof theteddyas
missingparts of the bodyas described on described on theaudio.
theaudio.
• Pupils check their answers with a partner.
Activityanswer key: • Check their answers witha
two heads, three arms, threehands,four legs, partner.
four feet
AUDIO SCRIPT– CD2:13
I'vegot two heads. I'vegot
IV.Pop quiz (5) Listen and tellT which
Saythe lines from the storyand ask charactersays the wordsin the
pupils to tellyou whichcharacter says the words story
in the story,e.g.It’s
Forthenext lesson(2)ahead(Cody). Repeat with Talk about personal hygiene,
Explain in L1 that in thenext lesson bringvarious photos related to
pupilsare goingto talkabout personal hygiene. personal hygiene(cut from
Ask pupils to bringvarious photos related to magazines)
personal hygiene(cut from magazines), e.g.
******************************************************
dirtyhands or bar of soap to makeaposter.
 127

WEEK 17
December 27th – January 25th
1a5(27/12); 1a1(28/12); 1a3(29/12); 1a4(30/12); 1a2(31/12); 1a1(1/1)
Period 33: UNIT4: MY BODY -LESSON6

I.Learning objectives

• Can talk about keepingclean

II.Language content
1.Cross-curricular

• Social Science: keeping clean

2.Targetlanguage
• Clean, dirty, face
• Washyour (hands).

3.Recycled language

• Parts ofthe body

• I’vegot (dirtyhands).

4.Receptivelanguage

• Has hegot (clean)(hands)?

III. Teaching aids:
Resources and Materials
1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software
2. Student’s preparation: Students’ aids: books, notebooks, computers or smart
phone
IV. Procedures:
TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES
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I. Introduction
1. Warm up.Moveand say.(5)
• Ask pupils to look atyou. Moveyour fingers • Look at T’s demonstration
and elicit,Fingers!from pupils.
• Put pupilsinto pairs. Onepupilmoves abodypart
and the otherpupilsays what bodypart it is.
Swap roles after a couple ofminutes.
• Return to thestart and work through the • Work in pairs. Onepupil moves
sentencesas a class, reviewingany words that abodypart and the
aredifficult. otherpupilsayswhat body part it
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2.Learning adventure(2) • Look at thelesson 6, listen and

Havepupils look at thelesson 6 and ask,What answer T’s questionto
arewelearning today? Look at thelesson recognize the lesson objective
objective:We're learning about keeping
clean.
• Ask pupils what bodywords they know,
e.g.hands, feet. Writethem on the board.
• Refer to thelearningadventureposter and
say,Great!You arealready moving along your • Look at theposter and listen
II. Presentation(5)
learning adventure. • Discuss (inL1) about the topicif
Ask pupils if theyhavebrought in any pictures or theyhavebrought in anypictures
objects related to personal hygiene. Usethem to or objects related to personal
discuss (inL1) about thetopic. Discuss the hygiene
importanceof brushingteeth, keeping clean…
Ask when it’s necessaryto wash their hands,
feet:beforeorafter dinner, after playingoutside,
goingto the toilet, before goingtobed …
• Teach thewordsclean and dirty.
Show pupils photosyourbrought and
say,I’vegot dirty hands. Mime washingyour
hands andsay,Wash
III.dirtyhands.Say,I’vegotclean
Practice hands now.
1.Listenand number.(5)
• Ask pupils to look at Activity12 in • Look atActivity12 in their
theirPupil's Books. Pupil's Books
• Playthe audio. Ask pupils to listen and pointto • Listen and pointto each picture
each pictureas theyhear iton the audio. as theyhear it onthe audio

AUDIO SCRIPT– CD2:14

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3 Clean hands!
4 Dirtyface!
5Washyour face!
• Playthe audioagain, pausingafter each
phraseso that pupils can number the pictures
and repeat thewords. • Listen to the audioagain,
Activityanswer key: phrasenumber thepictures and
2.Listenand say. Say.(5)
• Ask pupils to look at Activity13 in
theirPupil'sBooks. • Look atActivity13 in their
• Playthe audio. Pupils listen and look at Pupil's Books
thephotos. • Listen and lookat the
• Then playthe audio again. Pupils listen and photos.
numberthe photos. Then playtheaudio again. • Listen to the audioagain
Pupils listen and act outwhat theyhear. and numberthe photos, then
listen againandact out
what theyhear
AUDIO SCRIPT– CD2:15
1 I'vegot dirty hands.
2 And I've got a dirty face!
IV.Project.Makea poster.(5)
• Tellpupils theyaregoingto makea poster
about keeping clean. Discuss things • Makeaposterabout keeping
weuseonadailybasisfor keepingclean, e.g. clean, discuss thingsweuse on
toothbrush, soap, sink, shower, etc. Pupils adailybasisforkeeping clean and
draw their own pictures or usethephotos from draw their own pictures or
magazines theybrought. Give pupils some usethe photos from magazines
drawingtime ifnecessary. they
• Give each pupilalargesheet of paper. brought
Pupils stick their drawings onto the paper to
makeaposter. Theycan writeword labels and
stick them onto theirposter iftheywish. • Stick theirdrawings onto the
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• Ask pupils to describetheirposters to the class, • Describetheir posters tothe class

e.g.I'vegotclean hands.orWashyour
hands.Theposters can then bedisplayed in
theclassroom.
Read andmatch.(5)
• Ask pupils to look at Activity10 in
theirActivityBooks. • Look atActivity10 in their
• Pupils read the sentencesin the speech ActivityBooks
bubbles. Theythen match them with • read the sentences in the
thepictures and write numbers in theboxes. speech bubbles. Theythen
• Encouragethem to checktheir answers in match them with the pictures
pairs. and writenumbers in theboxes.
Activityanswer key: • Check their answers in
V.Pop quiz.Tella friend.(5) pairs.
• Show thepicture and nominate apupil to
say,I'vegot a dirty face! • Look at the pictureand say
• Put pupils into groups. Point to aword and then
to agroup andask them to saythe sentence.
• Return to thestart and work through the • Work in groups and saythe
sentencesas a class, reviewingany words that sentence
aredifficult.
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1a5(27/12); 1a1(28/12); 1a3(29/12); 1a4(30/12); 1a2(31/12); 1a1(1/1)

Period 34: UNIT4: MY BODY –LESSON 7

I.Learning objectives

• Can assess whatIhavelearnt in Unit 4

II.Language content
1.Recycled language

• Parts ofthe body, Numbers

• I’vegot (ten) (fingers).
III.Teaching aids:
Resources and Materials

IV. 1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom

software
V. 2. Student’s preparation: Students’ aids: books, notebooks, computers or
smart phone
VI. Procedures:
TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES
I.Introduction • Look at theflashcards, hold
1. Warm up (5) the flashcards to come tothe
Hand out theflashcards 28-35 to several pupils in front and stick themnext to the
different parts of the classroom. Writethe corresponding word
bodyparts on the board. Ask pupils holdingthe
flashcards tocome to thefront and stick them
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2.Learning adventure(2) • Look at thelesson 7, listen and

Havepupils look at thelesson 7and ask,What answer T’s questionto
arewelearning today? Look at thelesson recognize the lesson objective
objective: We're thinkingabout our learning
adventure. • Listen andanswer the
• Ask pupils if theycan remember the things question if theycan
theyhavebeen learningin the unit, e.g.How remember thethings they
manybodywords do you know?Put their ideas havebeen learningin theunit
on the board.
• For each example, ask pupils,Where are you
on your learningadventure? Reassurepupils • Look at T’s example and
who areless confident that theywillhave answer T’s question
opportunities formorepractice.
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II. Practice
1.Traceand match. Say.(5)
• Ask pupils to look at Activity14 in • Look atActivity14 in their
theirPupil's Books. Pupil's Books.
• Ask pupils to tracethe bodywords. • Tracethe bodywords.
• Pupils then match thewords with the picture. • Match thewords with the
• Pupils stick thestarsticker in placeif theyfeel picture.
theyhavelearnttheunit vocabularysuccessfully. • Stick the star sticker in place if
2.Listen and tick or cross.Say.(5) theyfeel theyhavelearnt the
• Ask pupils to look at Activity15 in
theirPupil's Books. • Look atActivity15 in their
• Explain that the first twosentences areabout Pupil's Books
theyellow monster and the last two areabout • Payattention to T’s
thepurple monster. Playthe audio. Ask pupils explaination, listen and look
to listen and look at the pictures. at thepictures

• Playthe audioagain. Pupils listen and put a

tick orcross in each box accordingto
whetherthesentenceis correct or incorrect.
• In pairs, pupils taketurnsto saya • Listen and putatick or cross in
sentenceabout one ofthemonsters. Their each boxaccordingto
partner says whetherthe sentenceis trueor whetherthe sentenceis correct
false. or incorrect
• Pupils stick thestarsticker in placeif theyfeel • Work in pairs and taketurns
theyhavelearntthe unit structures successfully. to sayasentence about oneof the
Activityanswer key: monsters. Their partner says
1 cross2 tick 3 tick 4 cross. whetherthesentenceis trueor
2. Game.Completetheword.(5) false.
• Ask pupils to look at theboard. Do the first • Stick the star sticker in place if
question together as a class. Pupils look at theyfeel theyhavelearnt the
thepicture and the word. Then pupils workout unit structures successfully
 135

4.Draw. Thenread and circle.(5)

• Ask pupils to look at Activity11 in
theirActivityBooks. • Look atActivity11 in their
• Remind pupils of thewritten form of the ActivityBooks.
bodywords. Writethem on the board and, • Revise the written form of the
pointingtoeach word, ask pupils to touch that bodywords, look atT’s actions
part oftheir and touch that part of
body. theirbody
• Pupils draw theremaininghalf of the creature.
• Theythen circle the correct number in each
sentence. • Draw theremaininghalfof the
Activityanswer key: creature.
4 arms, 8 fingers, 3 legs,6 toes • Circle the correct number in
each sentence.

Read and colour.

• Ask pupils to look at Activity12 in their
ActivityBooks.
• Pupils read the sentenceand colour the
character's bodyand legs.
III.Pop quiz (5)
SaytheUnit 4 words. • Look atActivity12 in their
• Tellpupils that weare reviewingthe words that ActivityBooks
havebeen learnt in the unit. Ask for • Read the sentence andcolour
avolunteerpupilto say the first word. the character's bodyand legs.
Checktheanswer. Repeat thewordand havethe
rest of the pupils repeat. • Listen to thewords, the
• Put pupils into pairs and havethem look at volunteer pupilto saythefirst
******************************************************
the pictures and saythe word, then the rest of the pupils
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Period 35-36;UNIT4: MY BODY -LESSON 8

I.Learning objectives

• Can usewhatIhavelearnt in Unit 4

II. Language content
1.Recycled language

• Parts ofthe body

• I’vegot (two)(hands).

2.Receptivelanguage

• Has itgot (green legs)?

• Howmany(hands) haveyougot?
• Haveyougot a(tail)?
III. Teaching aids
Resources and Materials

1. Teacher’s preparation: ActiveTeach Software ,speaker , book., zoom software

2. Student’s preparation: Students’ aids: books, notebooks, computers or smart
phone
IV.Procedures
TEACHER’SACTIVITIES STUDENTS’ ACTIVITIES
I. Introduction • Listen tothe songfrom lesson 3,
1. Warm up(5) singalonganddo the actions
Playthe songfrom lesson 3 (Cd • Look at T’s demonstration
2:06). Encouragepupils to singalong and do and say
the actions.
• Recycle parts ofbodybysaying,
Touch your arms, wiggle your toes…
• Pointto various parts ofthe body, e.g.
fingers,and say, I haveten fingers. Pupils
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2.Learning adventure (2) • Look at the lesson 8, listen and

Havepupils look atthe lesson 8and ask,What answer T’s question,then look at
arewelearning today? Ask pupils to look at the images andguess what
theimagesand guess what theywillbelearningin
 138

the lesson. the lesson to recognize the

• Look at thelesson objective:We're talking lesson objective
aboutour bodies.
II. Practice
1.Find and circletwo thesame. Say.(5)
• Ask pupils to look at Activity16 in • Look atActivity16 in their
theirPupil's Books. Pupil's Books.
• Ask questions about thepictures, e.g. • Listen andanswer T’s
What's this?What colouris it/are they? question
How many(legs)?etc.
• Pupils look carefullyat thepictures and find
two toys in eachrowthat are identical. • Look carefullyat thepictures and
Theycircle thetwo that are the same. Give find two toys in eachrow that
them a time limit. Theycan work either areidentical. Theycircle the two
individuallyor in pairs. that arethe same
• Pupils comparetheir answers in pairs or in
small groups, using the target language,
e.g.I'vegot two legs. I've got(green)legs.,etc.
Activityanswer key: • Comparetheir answers in pairs
1 a and c Thenplay.
2.Colour. orin smallgroups, usingthe
• Ask pupils to lookat Activity17 in
theirPupil's Books. • Look atActivity17 in their
• Pupils work in pairs. Theyeach chooseoneof Pupil's Books
thetwo monsters to colour (theymusteach • Work in pairs. Theyeach
choosea different monster). Eachpartner chooseoneof thetwo monsters to
colours theirmonsterwithout colour (theymust
showingtheirpartner how theyhave coloured eachchooseadifferent monster).
it. Eachpartner
colours theirmonsterwithout
showingtheirpartner how
• Pupilsthen give each other instructions to theyhave coloured it
 139

green legs. I'vegot fourarms. I've each other's instructions and

got pinkarms. Thepupils follow each other's colour themonster.
instructions and colour the monster.
• Pupils check in pairs as to whether
theyhave coloured the monster correctly.

3.Game.Pass thedrawing:(5)
• Tellpupils theyaregoingto draw a monster.
• Give each pupilapieceof paperand ask them • Drawamonster.
to writetheirname on one side. On the other
side ask them to draw thehead and neck at
thetop of the page. Givethem 2 minutes. • Writetheirname on oneside; On
• When allthe pupils arefinished, show them theotherside, draw the head and
how to fold thetop of the paper over so that neck at thetopof
thehead and neck can’t beseen. the page
• Ask pupils to pass thepaper to the
pupilnext tothem.
• Then ask pupils to draw the monster’s • Learn how tofold the top of the
body,arms and fingers. Fold it over and paper over so that the head and
pass it along. neck can’t beseen
• Repeat with legs, feet and toes. When allthe
bodyparts arefinished return pupils’ original
drawings back to them. • Pass thepaper to thepupil next
• Pupils then describetheirmonsterto to them
theirpartner. • Draw themonster’s body, arms
4.What I know(2) • Check and reviewwhat they
Tellpupils that forhomework they learnt in theunit
willcheck and reviewwhat they learnt in
theunit.
• What I Know: Pupils look at each picture and • Look ateach pictureanddrag the
if theycan remember the word forit, theycan wordinto the Iknowbox orI don't
drag itinto theIknowbox. If not, theyshould knowbox.
 140

• Let's Review: Pupils revisesomekey • Revise some keyvocabulary

vocabularyfrom theunitusingthe flashcards. from theunitusingthe flashcards.
• Having reviewed the words,pupils repeat • Repeat theWhat I Know
theWhat I Knowactivityand seehow activityand seehow many
manymorewords theycan remember this morewords theycan remember
time. Youcould suggest that theylook back this time.
at the unitand revise thevocabularyuntil
theycan dragallthe pictures into the
I knowbox.
III.Pop quiz(5) • Look at T’s exampleforthe first
Show the activityto thepupils and make an picture and say
exampleforthefirst picture. Nominateapupilto
say,I'vegot four feet.
• Put pupils into groups. Point to an
imageand then to agroup and ask them to • Work in groups, pointto an
saythe sentence. imageand saythe sentence.
• Return to thestart and work though the
words as aclass, reviewing any
words that aredifficult.
IV.Homelink
Review parts ofthe body Review parts ofthe body